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An overview of the history of learning theory
Abstract
This article is an account of the history of learning theory as the author has come to know and interpret it by dealing with this subject for almost half a century during which he has also himself gradually developed the broad understanding of human learning which is presented in his wellknown books on “How We Learn” and a lot of other books and writings.
... De 'Interaction'-dimensie verwijst naar de rol van de sociale en/of materiële omgeving in het leren van professionals. 'Content', ten slotte, betreft hetgeen wat geleerd is en kan verwijzen naar kennis en vaardigheden, maar ook naar gedrag, waarden of houdingen (Illeris, 2018). Fox en Poultney (2020) achtten Illeris' model passend voor het analyseren van de professionaliseringspotentie van Lesson Study, omdat het zowel de individuele als relationele dimensies van Lesson Study erkent en daarnaast identificeert wat onderwijsprofessionals leren in zo'n proces. ...
... In een eerste analysestap zijn de verzamelde reflecties deductief geanalyseerd op basis van Illeris' (2011;2018) drie dimensies. In een tweede deductieve stap categoriseerden we citaten binnen iedere dimensie (Stimulans, Interactie, Inhoud) als verwijzend naar een ervaren Kans of Belemmering voor professioneel leren. ...
... Om inzicht te verkrijgen in de mate waarin en manier waarop betrokken onderwijsprofessionals (N=8) en procesbegeleiders (N=4) Assessment Study als ondersteunend ervaarden bij het leren over FMA (deelvraag 2), zijn hun ervaringen geordend naar Illeris' (2011;2018) drie dimensies van professioneel leren (Stimulans, Tabel 1; Interactie, Tabel 2; Inhoud, Tabel 3) en gecategoriseerd als gerapporteerde kans of belemmering. Voor ieder type kans of belemmering is aangegeven hoeveel professionals dit type benoemden in hun reflectie. ...
Steeds meer leerlingen groeien op met een andere taal dan het Nederlands. Zij krijgen onderwijs in een taal die niet hun eerste taal is. Op het gebied van toetsing brengt deze situatie uitdagingen met zich mee. Meertalige leerlingen kunnen, bijvoorbeeld in het rekenonderwijs, niet hun volledige potentieel aantonen wanneer zij beoordeeld worden in een taal die zij nog aan het verwerven zijn. Functioneel Meertalig Assessment (FMA; De Backer et al., 2017) biedt een mogelijke oplossing voor dit validiteitsprobleem, omdat FMA kennis en vaardigheden van leerlingen via een pallet aan evaluatievormen (bijv. toetsen, observaties, gesprekken) en via hun meertalige repertoires zichtbaar maakt. De daadwerkelijke toepassing van FMA staat echter nog in de kinderschoenen (De Backer, 2020). In de huidige studie verkenden we daarom hoe onderwijsprofessionals vormgeven aan en leren over deze nieuwe benadering van toetsing en in hoeverre een Lesson-Study-aanpak daarbij ondersteunend is. Professionals (N=15) van vijf basisscholen die onderwijs verzorgen aan jonge nieuwkomers voerden samen met een procesbegeleider (N=4) een zogenaamde Assessment Study uit. Een analyse van de FMA-praktijken die deze Assessment-Study-teams ontwikkelen en inzichten uit reflecties van deelnemers op het Assessment-Study-proces laten zien dat een Lesson-Study-methodiek onderwijsprofessionals een effectief kader biedt bij het ontwikkelen van en leren over FMA.
... This transition involves moving from unsupported to supported transformative processes, from healthcare leadership characterized by solitary competition to collaborative networks, and from a mission-based and controlling approach to empowering leadership. These changes encompass both pedagogical and relational principles and are suggested to draw from a broad theoretical foundation including complexity theory [20], learning theory [21], and leadership theory [22]. ...
... This study represents the first publication in a larger action research (AR) project aimed at co-creating a knowledge-based continuous LDP for healthcare in a rural Arctic municipality. It draws upon a theoretical foundation [20][21][22], as well as pedagogical and relational principles suggested by Hartviksen [19], to explore how these suggestions manifest in an active co-creation between professional practice and research [19]. The project comprises three consecutive studies with the same design. ...
... In our subsequent discussion, we will deliberate how the results contribute to existing knowledge, clarified within four essential elements: (1) competence development, (2) structures for interaction, (3) interpersonal safety, and (4) collective values and goals, and a core of trusted reflection facilitated by appreciative inquiry. The development of elements and core followed the hermeneutic process [31], merging insights from prior studies [18,19] and the present study's themes and subthemes, aligning complexity theory [20], learning theory [21], and leadership theory [22]. The elements and core, as illustrated in Fig. 3, will provide the common basis for the further co-creating of this knowledge-based continuous LDP. ...
Background
An increasingly complex healthcare system entails an urgent need for competent and resilient leadership. However, there is a lack of extensive research on leadership development within healthcare. The knowledge gaps extend to various frameworks and contexts, particularly concerning municipal healthcare, knowledge leadership, and the application of knowledge in the field of practice. This study is the first in a larger action research project that aims to co-create a knowledge-based continuous leadership development program for healthcare in a rural Arctic municipality. This present study aims to explore the knowledge and experiences of the participating healthcare leaders to develop a common basis for co-creating the program.
Methods
This hermeneutical study presents the first cycle of the larger action research project. An appreciative approach facilitated the project. Twenty-three healthcare leaders from three different leadership levels attended and evaluated two leadership development workshops and participated in four focus groups. The data were analyzed using Braun and Clarke’s reflexive thematic analysis.
Results
Two main themes were identified: (1) changing from striving solo players to team players, and (2) learning to handle a conflicting and complex context. These results influenced how the leadership development program based on the participants’ co-creation was organized as a collective and relational process rather than an individual competence replenishment.
Conclusions
The knowledge and experiences of healthcare leaders led to the co-creation of a knowledge-based continuous leadership development program based on the facilitated interaction of four essential elements: (1) competence development, (2) structures for interaction, (3) interpersonal safety, and (4) collective values and goals. The interaction was generated through trusted reflection facilitated by appreciative inquiry. The four elements and core played a crucial role in fostering relationships and facilitating learning, driving transformative change in this leadership development program. The study’s results provide a solid foundation for further co-creating the program. However, more research is needed to fully explore the practical application and overall significance.
... Finally, the social dimension refers to the social and cultural factors that influence learning, including relationships, communication, and group dynamics. All 3 dimensions of learning are interconnected and influence each other [18]. The internal acquisition process implies that there is content that must be learned and that there is motivation to learn. ...
... The internal acquisition process involves the recording of the impulses from the interaction process in a mental schema (something that has been developed through previous learning), meaning that it builds on previous learning. The overall learning that can be acquired in a learning situation depends on functionality (content), sensitivity (driving force), and interaction [18]. ...
... In the context of training, repeated training could potentially be seen as a form of spaced repetition, in which learners revisit material over time to reinforce their understanding. This aligns with the idea that reflection and repeated exposure contribute to deeper learning [18]. As for volume training, it could relate to the idea that extended practice and exposure to a skill or knowledge area can lead to expertise through ongoing refinement and improvement. ...
BACKGROUND
Virtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students’ experiences with such a learning activity.
OBJECTIVE
The aim of this study was to explore occupational therapy, social education, nursing, and social work students’ experiences with virtual reality simulation as a learning activity in an interdisciplinary subject.
METHODS
The data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke.
RESULTS
The analysis revealed 3 overall themes for students’ experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning , illustrates how learning can take place through the students’ experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning , demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students’ learning. The last theme, Debrief sessions enhance comprehensive learning , pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity.
CONCLUSIONS
Virtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.
... Finally, the social dimension refers to the social and cultural factors that influence learning, including relationships, communication, and group dynamics. All 3 dimensions of learning are interconnected and influence each other [18]. The internal acquisition process implies that there is content that must be learned and that there is motivation to learn. ...
... The internal acquisition process involves the recording of the impulses from the interaction process in a mental schema (something that has been developed through previous learning), meaning that it builds on previous learning. The overall learning that can be acquired in a learning situation depends on functionality (content), sensitivity (driving force), and interaction [18]. ...
... In the context of training, repeated training could potentially be seen as a form of spaced repetition, in which learners revisit material over time to reinforce their understanding. This aligns with the idea that reflection and repeated exposure contribute to deeper learning [18]. As for volume training, it could relate to the idea that extended practice and exposure to a skill or knowledge area can lead to expertise through ongoing refinement and improvement. ...
Background
Virtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students’ experiences with such a learning activity.
Objective
The aim of this study was to explore occupational therapy, social education, nursing, and social work students’ experiences with virtual reality simulation as a learning activity in an interdisciplinary subject.
Methods
The data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke.
ResultsThe analysis revealed 3 overall themes for students’ experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning, illustrates how learning can take place through the students’ experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning, demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students’ learning. The last theme, Debrief sessions enhance comprehensive learning, pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity.
Conclusions
Virtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.
... Transformative Learning (TL) is considered a modern theory in constant evolution, rooted in the experiences of adults, encouraging them, through rational dialogue and critical reflection, to become independent learners, changing their perspectives (Illeris, 2018;Kallou & Kikilia, 2021). TL provides a structure that helps adult learners understand a disorienting dilemma (a crisis, a trigger, or an unexpected event) and integrate it into an inclusive examination of their worldview. ...
... TL is considered a contemporary theory of constant evolution that is rooted in the experiences of adults, encouraging them, through rational dialogue and critical reflection and based on their experiences, to become independent learners, changing their mindset, with the perspective of transforming their dysfunctional assumptions (Illeris, 2018;Kallou & Kikilia, 2021;Koulaouzides, 2019). The deeply rooted beliefs in the adult's personality have been shaped by the socio-cultural context in which he/ she has grown up, constituting his/her frame of reference. ...
... Each of these perspectives includes multiple different theories that have evolved over time and might differ from each other (Illeris 2018). When working with learning and teaching in practice you will probably use things that relate to all of them in different ways, even if some probably will resonate more strongly with you than others. ...
... We don't have to learn everything from scratch; since we are part of a culture, we can learn from what others have done before us. We use tools to learn and think (Illeris 2018), both physical (like a hammer or glasses) and mental (like language or counting). Under this pretty wide umbrella we find perspectives such as sociocultural theory, pragmatism, and situated learning (Westborg 2024). ...
This textbook describes theory and practice in analog role-playing game (RPG) design that encourage specific transformative impacts in participants, including tabletop, live action role-playing (larp), and Nordic and American freeform. We describe three types of transformative RPGs: transformative leisure, therapeutic, and educational. We present our model of nano-game design, offering recommendations for designing transformative goals; framing activities such as workshops and debriefs; narrative and culture design. This interdisciplinary book highlights theories from role-playing game studies, peace and conflict studies, psychology, social psychology, sociology, counseling, anthropology, pedagogy, and several other fields. Key concepts include bleed, alibi, RPGs as transformational containers, immersion, identity, transfer, ritual, psychotherapeutic techniques, group theories, and educational theories. We emphasize psychological safety before, during, and after games, as well as strategies for cultivating transformational communities. Key topics include working with specific populations; crisis management; sensitive content and representation. Then, we discuss working with myth, symbolism, and ritual, narrative, and postmodern magic as methods for transforming the stories of our lives. We cover forms of culture within and around RPGs, as well working with conflict in scenarios related to politics, culture, gender, sexuality, race, and ethnicity. We share thoughts around the use of RPGs to foster activism, advocacy, inclusion, and accessibility. Finally, we offer considerations for researchers studying transformative role-playing games, including academic argument, structure, theory, method, data collection, ethics, and other considerations. We introduce key methods, including Research through Design, ethnography, and qualitative and quantitative data analysis. The book closes with a summary of evidence-based research available on the cognitive, affective, and behavioral effects of role-playing games.
... Fundamental learning abilities are inherent in all living creatures with functioning nervous systems. However, they are especially developed in humans, who can extract meaning from abstract information, resulting in behaviors not observed in other animals (Illeris, 2018). Because of these advanced cognitive skills, humans evolved to create more efficient ways to study and understand the world through science (Geary, 2009). ...
... Finally, from the student's perspective, the motivation to learn must be assessed during each moment at the psychological level of organization to balance the internal biochemical and external social influences (Moore, 2016;Illeris, 2018;see Fig. 2). Both higher and lower DMN subsystems converge onto a "core" subsystem consisting of the anterior medial prefrontal cortex (amPFC) and the posterior cingulate cortex (PCC), integrating current environmental perceptions with memories of social experiences. ...
The complexity of modern societies necessitates that children learn highly abstract material, such as mathematics, which often conflicts with behavioral goals that are innately motivating. For instance, children’s educational success is generally evaluated based on their individual achievements, while humans are motivated to learn by engaging in socially relevant behaviors. Additionally, science-related content typically requires higher-level abstract thinking to comprehend related concepts and perform the underlying cognitive processes, whereas humans evolved primarily to monitor and manipulate the physical environment by moving within it to execute foraging and hunting behaviors. Moreover, school systems inherently prescribe top-down strategies in which teachers transfer knowledge by providing instructions to guide students' knowledge acquisition. By contrast, humans evolved to learn through bottom-up processes motivated by the learner's internal drive to explore their physical and social environment. As a consequence, skeletal cognitive competencies that evolved throughout human history create a mismatch between why children are motivated to learn and how they are expected to learn. This review adopts an evolutionary perspective to examine how the interplay between students’ internal physiological and psychological adaptations and external instructional methods of modern educational systems impacts motivation and learning. Ultimately, the review offers suggestions on how to motivate the learning process by integrating self-determination theory principles into a dynamical systems framework.
... Adult Learning is expansive having a plethora of theories, modalities of pedagogy, and innovations for teaching and instructing adults. Hence, we hold that adult education and learning tend to be very organic, due in part to the role of life experience, and that learning generally is far more developed in humans than in any other living species [57]. Thus, the goal to sustain affective adult learning teams in employee training and professional development entails the coordination of human phenomena (e.g., moods, feelings, and attitudes) as we consider embodied ways of learning in online spaces [25]. ...
... Illeris [57] contends that four notable styles are associated with specific languages and geographical regions. They include the Gestalt view, American behaviorism, Russian cultural-historical theory, and Piaget's Constructivism. ...
Envision an employee showing up faithfully every day for work but cognitively checked out every minute (i.e., quiet quitting). This article adapts a futurist perspective to describe the adult education pedagogy of experiential learning in juxtaposition to the limitations of behaviorist employee training incentives. The authors conceptually apply Spiral Dynamic Theory-based (SDT-based) predictive strategies to capitalize on the assumptions of intrinsic and extrinsic motivation themes among contemporary adult workers. The field of Adult and Continuing Education caters its teaching and learning to people who are 25 years of age and older. As employees, they bring to the corporate work environment a unique set of skills and life experiences that require pedagogical delivery that is innovative and motivating. Research shows that older adults are often technology averse. Therefore, scaffolding the employee's use of technology and social media as expectations of the work tasks could help improve low digital literacy and increase self-efficacy. This paper offers SDT as an instrument for adult training and professional development design.
... Entrepreneurial knowledge transfer from the digital incubator to the learner. When looking at learning research field, many theories and a long history of research can be found in past literature (Illeris, 2018) [1]. Politis (2005, p. 401) defines entrepreneurial learning as a "continuous process that facilitates the development of necessary knowledge for being effective in starting up and managing new ventures". ...
... Notes 1. For an overview of history on learning theories see Illeris (2018). ...
Purpose
This paper aims to refer to the knowledge transfer of entrepreneurial skills between digital incubators and nascent entrepreneurs. It questions the role of the context and of the richness of the ecosystems in which these women evolve, as defined by Welter and Baker (2021) on such an attempt.
Design/methodology/approach
This research is based on a qualitative study that refers to case studies of women nascent entrepreneurs who evolve into two different contexts – one rich zone and one deprived economic one of the French Parisian Region – and who integrated the same digital incubator.
Findings
Context does partly matter: besides the “Where”, the “Who” and, moreover, the level of education and previous entrepreneurial experience really matters, and only educated women, whatever the other components of context, seem to be capable to receive the “best” knowledge transfer from incubators. Second, incubators can be considered as to be a knowledge hub that allow knowledge transfer not only from trainers and coaches to women nascent entrepreneurs but also among women entrepreneurs. This paper concludes with a discussion on the role of digital training and coaching in such knowledge transfers.
Research limitations/implications
Findings are limited to a specific place (the region of Paris). Therefore, women entrepreneurs evolve in more different contexts but the national entrepreneurial and institutional context remains the same. There should be need to explore the role of an incubator that evolves into more contrasted contexts.
Practical implications
If results can be generalized, this means incubators should differentiate their services, teaching and coaching expertize according to the education level of nascent entrepreneurs: This is a plaidoyer against institutionalized incubators that claim to be capable of targeting any nascent (women) entrepreneurs.
Social implications
This study is also a plaidoyer for more digital incubator to mix persons from different contexts, especially to welcome persons from more deprived economic zones.
Originality/value
The research reveals the role of context – and, some components of the context – intro coaching and training that are provided by online incubators. It contributes to the literature on knowledge transfer that is brought about by incubators. It also contributes to the literature in entrepreneurship by showing that some components among the others that define what we call “the context” matter more than others.
... Learning theories explain the process of how learning takes place. As learning is vague and complicated (Illeris, 2018), the coverage and diversity of learning theories are intensive, which is not within the scope of this literature review. ...
... However, this research's leading learning and workplace learning theories are grounded on constructivism-the primary root of experiential learning (Illeris, 2018). ...
In the context of underdeveloped countries, where the informal economy prevails, dimensions of informal skills learners—workers with relatively low educational qualifications and working in informal work-settings—are enormous in the total national employment. However, this is a scantly researched area. This qualitative case study explores how such learners learn and develop skills and progress in their occupational life in Nepal. The study explores the following questions: 1) How do informal skills learners acquire their skills? 2) How do informal skills learners experience the drivers and barriers in skills learning? and 3) How do informal skills learners develop occupational skills at the workplace?
Following Robert Yin’s qualitative case study approach, I designed the research. I observed small-sized enterprises of four different occupations—pottery, metalcraft, two-wheeler mechanics, and fast food—located in the Kathmandu Valley of Nepal. The study had 17 informal skills learners from those occupations as the research participants. I interpreted the information obtained from the field based on learning theories, particularly the workplace learning theory of Knud Illeris.
The study concluded that the primary process of skills learning is the herne/sunne-sochne-garne-saparne [see/listen-think-do-improve], but not as a linear process that relies on some specific skills learning approaches. The study explored that informal skills learners use mainly two learning approaches. The first is reflection and action, including observation, memorization, imitation, and performing trial and error. The second is social interaction, including feedback. The research also found that informal skills learners face multiple drivers and barriers to skills learning, mainly related to the organization or their personal characteristics and situation.
Overall, the study concluded that informal skills learning is a gradual process of skills development and occupational progression that passes through different learning phases—entry or orienting, skilling, improving, and mastering. Finally, the study presents a dynamic model of informal skills learning and development as a primary knowledge contribution of the research.
Keywords: informal skills learning, learning drivers and barriers, TVET
... Wenn in der Erziehungswissenschaft von individuellem Lernen gesprochen wird, ist meist relativ deutlich zu bestimmen, worum es sich handelt. Zwar bestehen unterschiedliche theoretische Annahmen dazu, warum, was, von wem und wie genau gelernt wird (Grotlüschen & Pätzold, 2020;Illeris, 2018), aber der Referenzpunkt des lernenden Individuums ist eindeutig. Auch bei organisationalem Lernen lässt sich noch vergleichsweise klar bestimmen, dass die Organisation als Bezugsebene des Lernens fungiert, auch wenn es verschiedene ...
Theoretische Explorationen zu einem gesellschaftlichen Lernen im Kontext von Nachhaltigkeit sind noch stark fragmentiert. Zentrale Fragen dahingehend, warum, wer und wie in einem gesellschaftlichen Lernen im Kontext von Nachhaltigkeit lernt, sind noch nicht ausreichend beantwortet. Der Beitrag versucht vor diesem Hintergrund eine Systematisierung von Fragen an ein interdisziplinäres Diskursfeld vorzunehmen. Dabei wird auch eine ungleichheitsbezogene Perspektive auf gesellschaftliche Transformationsprozesse angelegt, um einen Zugriff auf ein Nicht-Lernen im Nachhaltigkeitskontext zu bekommen.
... Learning is a fundamental biological capacity that undergoes further development in humans compared to other living beings (Illeris, 2018). Therefore, humans are intrinsically created and destined to be inevitable learners engaged in the continuous activity of gathering and acquiring knowledge. ...
The importance of cooperative learning in achieving educational goals cannot be overlooked. According to existing literature, cooperative learning methods have proven to be effective in enhancing student achievement and fostering collaboration among them. A study conducted a comprehensive bibliometric analysis spanning the period 1974–2023 to explore the status and trends of cooperative learning implementation. In this bibliometric analysis, Samples were drawn from 4,367 refereed journal articles in the Scopus database. The research findings encompass several key points, including the peak publication in 2022 with 379 papers, the dominance of the keyword “cooperative learning,” the work of Dorigo, M and Gambardella, L.M as the most frequently cited documents, and David W. Johnson as the most prolific author. Journals such as the Journal of Chemical Education, Sustainability Switzerland, and Primus were also classified among the best, as well as institutions like the University of Minnesota Twin Cities, Arizona State University, and The University of Queensland. Furthermore, the United States and China are recognized as the most influential countries in the development of cooperative learning. The study’s conclusion provides a valuable contribution by presenting a comprehensive overview, mapping the scientific landscape, and offering directions for the future development of this teaching method.
... In this period, one of the cornerstones was represented by Piaget's view that the learner's prior knowledge was the most crucial prerequisite for learning since learning involved making connections between new impulses and preexisting mental structures. Another point of inflection was in the 1970s, when learning in the context of professional (or so called working life) environment was seen as important for the life of an organisation, later becoming the concept of life-long learning [2]. Another significant innovation of the times was introduced by Kolb (1984): experiential learning. ...
... Information technology that acts as a learning technology is an attractive alternative in delivering various information to the public [4]; historical information is no exception. Today, history is becoming something that could be more interesting [2], [5]. The loss of historical aspects of a city is inseparable from the need for more public awareness of the importance of historical values. ...
This research aims to identify the challenges and opportunities in integrating digital literacy skills into history education. This research focuses on understanding educators' difficulties in integrating digital technologies into the traditional history curriculum. Educational technology as a means and facility to support education and learning is no exception for historical knowledge through access to historical websites. This study analyses digital literacy toward historical knowledge using the Bukittinggi City history website. This research is quantitative research with a survey approach with closed-ended questions. The research population is the millennial generation in Indonesia. Samples were taken with a non-probability sampling approach with purposive sampling. This study involved 831 respondents spread throughout Indonesia. The data analysis technique is partial Least Square Structural Equation Modelling (PLS-SEM). The results showed no difference in historical knowledge scores between males and girls. With a value of 0.697 and a 69.7% variance, the coefficient of determination (R2) result demonstrates significant volatility in historical knowledge. Additionally, Q2's value serves as a gauge for the model's predictive usefulness. The predictive relevance of the model's independent variables was assessed using the predictive relevance test (Q2). Men might be more adept at using online resources to broaden their knowledge of the city's past. Understanding the disparities in digital literacy between men and women will significantly impact the design of educational and literacy programs in Bukittinggi. Enhancing digital literacy can promote access to and understanding of the city's history, especially among women
... Psychologists were the first to expand the concept of learning beyond an individual and conceptualize aspects of learning as an ecosystem (Bronfenbrenner, 1977;Leontev, 1978;Lewin, 1951;Vygotsky, 1978). The inputs defined in psychology are the learner, their motivations and ideas, and the people and phenomena they encounter; the processes are cognition, action, and social interactions; and, the outputs include conceptual change, gains in understanding and skills, and creativity (Illeris, 2018;Marton, 2014). The system-level interactions in educational psychology learning ecosystems have practical applications for GLEs. ...
The geological sciences, technology, engineering, and mathematics (geo-STEM) have the capacity to investigate and address geological and environmental challenges. Many of these challenges (e.g., pollution, flooding, and slope failure) unjustly impact lower socio-economic communities in urban and rural settings where there is limited access to geo-STEM expertise. Geo-STEM learning ecosystems (GLEs) integrate geo-STEM and social science research paradigms to broaden civic engagement in the geosciences. GLEs are communities of practice consisting of geo-STEM professionals, educators, and learners who address local issues through place-based STEM research and education. The purpose of this study was to connect the concept of GLEs with the extant literature on learning ecosystems. We conducted a thematic review of the literature evaluating how the term “learning ecosystem” is used in psychology, educational technology, and STEM education research. We categorized the learning ecosystem components described in the literature in terms of inputs (e.g., motivation, software, learning environment), processes (e.g., cognition, device development, curriculum), and outputs (e.g., creativity, innovation, engagement). This approach revealed themes aligned with GLE-relevant research on communities of practice, and place-based and problem-based education, connecting GLEs to a century of existing research. To demonstrate how to use a GLE framework, we analyze the attributes of three existing programs through the GLE lens. Based on our findings, we recommend that to build GLEs geo-STEM researchers should: engage in transdisciplinary collaborations to develop local geo-STEM solutions, use the GLE framework to assess geoscience education and outreach programs, evaluate the role of place in efforts to engage diverse communities, and leverage other fields of inquiry to broaden our theoretical understanding of GLEs.
... Transformative learning (TL), developed as a theory by the American sociologist Jack Mezirow (1923Mezirow ( -2014 in 1978, is considered the most comprehensive, popular, and influential theory in the field of adult education in recent decades (Illeris, 2018). It is a theory that is in constant evolution, engaging the scientific community in an ongoing dialogue (Cranton & Taylor, 2013). ...
In today’s era of rapid technological developments, new perspectives and challenges are emerging for tourism education. Faculty and students in tourism education consider the use of digital educational technologies an integral part of learning. However, the focus on exploring new teaching methods, techniques, and learning styles in virtual classrooms is an area of particular interest, differing significantly from in-person teaching. In this context and in line with modern educational practices, the utilization of Transformative Learning as a methodological tool
through digital learning environments becomes essential as it provides interaction and engagement through dialogue and critical reflection. The main objective of this research paper is to investigate the effectiveness of digital learning environments,
and the contribution of Transformative Learning in the tourism education learning process. According to this paper’s findings, students in tourism education benefit from digital learning environments in terms of knowledge consolidation and the
socio-emotional level. The implementation of Transformative Learning process is an effective methodological process with potential learning results providing intense interaction, facilitated communication, and fostering connection between students.
Keywords: Tourism education · Transformative learning · Digital learning environments · Online education · Teaching methods
... Fink, 2003(bijv. Fink, , 2013Illeris, 2003Illeris, , 2018 ...
Er is momenteel een professionele perspectiefwisseling gaande
rond het omgaan met meertaligheid voor kinderen en gezinnen in
kwetsbare situaties. Dit is een reflectie van veranderingen in het
wetenschappelijke en maatschappelijke discours. Het doel van dit
onderzoek was om duidelijkheid te scheppen in de verschillende
aspecten van dit discours en in de bijbehorende perspectieven over
hoe meertalige vaardigheden optimaal worden ontwikkeld.
Daarnaast keek dit onderzoek hoe professionals van perspectief
veranderen en hoe verschillende (advies)keuzes voor meertalige
gezinnen mogelijk gebaseerd zijn op actuele kennis over
taalontwikkeling.
... Information technology that acts as a learning technology is an attractive alternative in delivering various information to the public [4]; historical information is no exception. Today, history is becoming something that could be more interesting [2], [5]. The loss of historical aspects of a city is inseparable from the need for more public awareness of the importance of historical values. ...
This research aims to identify the challenges and opportunities in integrating digital literacy skills into history education. This research focuses on understanding educators' difficulties in integrating digital technologies into the traditional history curriculum. Educational technology as a means and facility to support education and learning is no exception for historical knowledge through access to historical websites. This study analyses digital literacy toward historical knowledge using the Bukittinggi City history website. This research is quantitative research with a survey approach with closed-ended questions. The research population is the millennial generation in Indonesia. Samples were taken with a non-probability sampling approach with purposive sampling. This study involved 831 respondents spread throughout Indonesia. The data analysis technique is partial Least Square Structural Equation Modelling (PLS-SEM). The results showed no difference in historical knowledge scores between males and girls. With a value of 0.697 and a 69.7% variance, the coefficient of determination (R2) result demonstrates significant volatility in historical knowledge. Additionally, Q2's value serves as a gauge for the model's predictive usefulness. The predictive relevance of the model's independent variables was assessed using the predictive relevance test (Q2). Men might be more adept at using online resources to broaden their knowledge of the city's past. Understanding the disparities in digital literacy between men and women will significantly impact the design of educational and literacy programs in Bukittinggi. Enhancing digital literacy can promote access to and understanding of the city's history, especially among women
... Information technology that acts as a learning technology is an attractive alternative in delivering various information to the public [4]; historical information is no exception. Today, history is becoming something that could be more interesting [2], [5]. The loss of historical aspects of a city is inseparable from the need for more public awareness of the importance of historical values. ...
This research aims to identify the challenges and opportunities in integrating digital literacy skills into history education. This research focuses on understanding educators' difficulties in integrating digital technologies into the traditional history curriculum. Educational technology as a means and facility to support education and learning is no exception for historical knowledge through access to historical websites. This study analyses digital literacy toward historical knowledge using the Bukittinggi City history website. This research is quantitative research with a survey approach with closed-ended questions. The research population is the millennial generation in Indonesia. Samples were taken with a non-probability sampling approach with purposive sampling. This study involved 831 respondents spread throughout Indonesia. The data analysis technique is partial Least Square Structural Equation Modelling (PLS-SEM). The results showed no difference in historical knowledge scores between males and girls. With a value of 0.697 and a 69.7% variance, the coefficient of determination (R2) result demonstrates significant volatility in historical knowledge. Additionally, Q2's value serves as a gauge for the model's predictive usefulness. The predictive relevance of the model's independent variables was assessed using the predictive relevance test (Q2). Men might be more adept at using online resources to broaden their knowledge of the city's past. Understanding the disparities in digital literacy between men and women will significantly impact the design of educational and literacy programs in Bukittinggi. Enhancing digital literacy can promote access to and understanding of the city's history, especially among women
... Guided by Vygotsky's socio-cultural learning theory [12], we implemented a curriculum co-creation project at University X involving fifteen third-year medical students and a medical educator to enhance the content and teaching delivery of MPEE, in particular to develop a socio-culturally responsive MPEE. More specifically, we highlighted the importance to tap into students' FOK regarding socio-cultural experiences and perspectives during curriculum co-creation sessions to integrate relevant learning topics into MPEE [13]. These tenets are consistent with the curriculum co-creation approach which focuses on building interaction, relationship and negotiation between educators and learners, while being willing to embrace larger social structures. ...
Medical professionalism and ethics (MPE) are critical components influencing how medical practitioners provide patients with the highest standard of care. As a result, a structured attempt has been undertaken to enhance the content and teaching delivery of the medical professionalism and ethics education (MPEE) in the undergraduate medical curriculum. Guided by Vygotsky’s sociocultural learning theory, Harre and Van Langenhove’s positioning theory and Taba’s principles of curriculum development, a curriculum co-creation project was organized with the aim of developing a socio-culturally responsive MPEE. A total of fifteen medical students agreed to participate in the project where they co-created MPE curriculum with a medical educator over the course of three months. Upon completion of the project, a co-created, socio-culturally responsive MPE curriculum was presented. The thematic analysis revealed positive changes in the participants’ attitudes, skills, and behaviors towards co-creating the MPE curriculum. They also reported feeling a sense of fulfilment after having a transformative experience as curriculum co-creators and after receiving positive feedback from the faculty, staff, and other students on the co-created MPE curriculum. The project’s success demonstrates the importance of curriculum co-creation as a strategy to promote co-creation efforts among students and educators in developing a socio-culturally responsive curriculum. The project’s framework and practical recommendations can be adopted by other medical educators and faculties to encourage students’ participation and their role on curriculum development using the co-creation approach.
... This aligns with the theory of transformational learning, where challenging tasks 129 or crises 7 stretch the learner and can be transformative, moving the learner to a new stage of development. [130][131][132][133] Trede et al. 19 along with others 3,8 suggested interprofessional learning experiences enhance professional identity formation, however, in this review we found the impact of interprofessional learning on professional identity unclear. ...
Free pre-prints: https://www.tandfonline.com/eprint/VAYMA4K5FP9BWF84A2HV/full?target=10.1080/10401334.2023.2290608
Phenomenon: Professional identity formation is a key component of health professional education. Changing expectations of healthcare requires more than competencies, but also an ingrained responsibility to patients, with our values and behaviors aligned with community expectations of patient-centered health professionals. Research into professional identity formation has focused on nursing and medical training, and, although allied health professionals make up one third of the workforce, research is uneven across these disciplines. Health professions educators from these under-researched disciplines have less guidance for how to support students’ professional identity, meaning students may graduate with less mature professional identities. This systematic literature review synthesizes the research on professional identity formation across nine similar allied health disciplines. The purpose is to guide health professions educators in the formation of professional identity in allied health students. Approach: We carried out a systematic literature review, registered on Prospero, following the PRIMSA framework, to find, appraise, and synthesize research on professional identity for nine allied health professions. We synthesized extracted data using a narrative synthesis with convergent qualitative meta-integration of qualitative and quantitative data. Results: Our database searches combined with ancestry and forward searching resulted in 70 studies that met inclusion criteria. Studies came from 17 countries, from seven of the included disciplines (art therapy, dietetics, occupational therapy, physiotherapy, podiatry, psychology, and speech pathology) and from undergraduate, postgraduate, and new graduate perspectives. We found professional identity was influenced by the places of learning (curriculum and clinical experiences or placements), interactions with people (relationships with academics, peers, supervisors, patients,and role models), and educational practices engaged (dialogue, reflection, processing challenges), each acting on the individual person (student or new graduate) who also brought unique characteristics and experiences. Insights: This model of influences can inform health professions education to enable students to develop and graduate with a stronger professional identity formation.
... In framing any discussion around the nature of the role of the individual in any learning situation, there is a need to highlight what we mean by learning. Understanding of what is learning, has moved through a variety of different theoretical constructs (Illeris, 2018). From the early work on behaviorism in Skinnerian terms, through to the work of Piaget and Ausubel in the 60's where the focus shifted to being on the individual, to later efforts to recognize the role of the social component of learning building on the work of Vygotsky. ...
... Learning theories, which were developed to explain how learning takes place in the human brain and body, fall under the broad umbrella of learning psychology and the adjacent disciplines of sociology, pedagogy, and biology (Illeris 2018). There are a number of learning theories, for example, the database built by Culatta and Kearsley (2022) listed 54 theories relevant to human learning and instructions, learning concepts, and key domains of learning, as well as key theorists pertaining to these theories. ...
... Subjectification and socialization are natural starting points for developmental, progressive, transformative, and sociocultural models of learning, whereas qualification and task performance are the predominant focus for Skinner, Bloom and in traditional cognitivist, neuro-cognitive, and information-processing approaches (cf. Illeris, 2018). ...
In much of existing AIED research, the mastery of given learning content has been the criterion for success. In contrast, many influential 20th century theories of learning and education suggest that learning and education have objectives and social functions that exceed content mastery. The recent turn towards competence-based curricula, soft skills, social and emotional competences and educational needs of the 21st century seem to require new ways to understand mastery and its role in education. This opens up new lines of research for AIED and suggests that we may need to re-evaluate past successes in this field. To appreciate the full potential of AI in education, we must ask why we need education in a post-industrial world where AI infrastructures are widely used.
... Learning theories, which were developed to explain how learning takes place in the human brain and body, fall under the broad umbrella of learning psychology and the adjacent disciplines of sociology, pedagogy, and biology (Illeris 2018). There are a number of learning theories, for example, the database built by Culatta and Kearsley (2022) listed 54 theories relevant to human learning and instructions, learning concepts, and key domains of learning, as well as key theorists pertaining to these theories. ...
... Subjectification and socialization are natural starting points for developmental, progressive, transformative, and sociocultural models of learning, whereas qualification and task performance are the predominant focus for Skinner, Bloom and in traditional cognitivist, neuro-cognitive, and information-processing approaches (cf. Illeris, 2018). ...
In much of existing AIED research, the mastery of given learning content has been the criterion for success. In contrast, many influential 20th century theories of learning and education suggest that learning and education have objectives and social functions that exceed content mastery. The recent turn towards competence-based curricula, soft skills, social and emotional competences and educational needs of the 21 st century seem to require a new ways to understand mastery and its role in education. This opens up new lines of research for AIED and suggests that we may need to re-evaluate past successes in this field. To appreciate the full potential of AI in education, we must ask why we need education in a post-industrial world where AI infrastructures are widely used.
... This focus is fully justified by the solid knowledge the scientific community has acquired regarding the link between social and emotional learning and school success (Zins et al. 2007). There is a well-established tradition of conceiving subject content and relational elements of education as strongly connected to one another, especially in the literature on students in early learning stages (Green et al. 2005;Illeris 2009;Zembylas 2007). Yet, emphasis on the relational aspects of teaching seems to reduce with the increase of student age. ...
Relational skills are an essential work-related tool for several professions, especially teaching. This specific domain of teacher competence is acquiring ever-increasing attention due to the connection between social and emotional aspects of education and student school success. Nonetheless, a persistent focus on content-related knowledge, didactic skills and digital literacy has generated uncertainties about what teacher relational skills effectively are. In this respect, our study presents an alternative bottom-up approach for the definition of teacher relational skills based on the use of a modified Delphi method. Four iterative rounds of data collection and analysis were carried out on a sample of 35 experienced teachers. This Delphi was pushed to generate innovative definitions, taking advantage of its bottom up perspective with teachers simultaneously involved as reflective professionals and as experts by experience of professional development completion. The emerging innovative elements were coherently integrated with previous literature thanks to a circular relationship between the Delphi panelists and an external group of experts. As a result, 6 relational domains, 44 relational skills and 180 practical examples of their application were identified. Our findings underline the importance of stimulating the debate around direct experiences of effective practices for the development of competence-based working approaches, especially in the areas of socialization, relations and emotions, where well established theoretical frameworks are still a long way off.
... The academic outcome was a familiar concept in education. The learning theory has been evolving for many years with varied definitions of learning (Illeris, 2018). Learning is a universal experience which endures throughout our lives. ...
This paper presents the results of a study on factors influencing children’s life satisfaction. Participants are 1270 students aged from 8 to 12 in Hanoi, Bac Giang, and Thai Nguyen. The research instrument is a part of the questionnaire in the research project “Subjective Well-being of Vietnamese children”, funded by the Vietnam National Foundation for Science and Technology Development. The research results have shown that children have higher life satisfaction when their family is harmonious; their parents, teachers and friends respect and support them when they have difficulties; their living area is safe; and children have time to participate in activities related to playing, entertaining, and helping family. Family is the most influential factor in the life satisfaction of children. The results also indicate a positive correlation between the aforementioned factors and children’s life satisfaction. The research findings are expected to help raise awareness of parents, teachers, and adults in general about the factors influencing children's life satisfaction.
... changes in the behavior of an organism that result from regularities in the environment of the organism" ( [19]; p. 631). Historical reviews have thoroughly documented the evolution of learning research-from theory focusing on a very few specific processes to more general theories that integrate multiple processes [20]. Although we will not present an exhaustive list of all learning theories, we will focus on the theories that have application to cyberbullying. ...
Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand cyberbullying perpetration. The purpose of this manuscript is to firstly describe the various learning theories that are applicable to describe cyberbullying perpetration, such as social learning, operant conditioning, the general learning model, and others. Second, we delve into the Barlett Gentile Cyberbullying Model, which integrates learning postulates and distinguishes cyber from traditional bullying. Finally, we offer a learning perspective on interventions and future research.
... Sedangkan Illeris (2018) mengatakan bahwa pembelajaran di museum adalah sesuatu yang terjadi sebagai sebuah respon langsung terhadap beberapa interaksi unik, kejadian atau stimulus dalam museum. Illeris (2018) membagi teori belajar ke dalam kontinum dua sisi berlawanan yang sangat berbeda. ...
This study aim to analyze the influence of visitor experience on satisfaction and the revisit intention. The population were visitors to the museum using the accidental sampling approach. accidental sampling is a technique of determining the sample by chance, that is, anyone who happens to meet the researcher can be used as a sample, if it is considered suiTabel as a data source. The number of samples used was 216 visitors that valid for analized before data collection, the instruments used in the study were tested first using validity and reliability tests to make sure the instruments were valid and reliable. The analytical used is descriptive and inferential analysis with the Warp Partial Least Square approach. The results showed that experiential marketing had a significant effect on learning in museums, visitor satisfaction, and the desire to return. Learning in museums has a significant effect on visitor satisfaction, but has a weak effect on the desire to visit again. Furthermore, visitors who are satisfied tend want to visit again.
Redefined transformative learning refers to learning that implies a change in the learner's identity, which includes cognitive, emotional, and social dimensions and is something all teachers, in this case migrant teachers, experience and negotiate when meeting a new educational context. “Who am I as a teacher in a new country?” migrant teachers ask themselves. To understand oneself as a teacher, one must identify and coordinate the past and present with a future direction, which causes migrant teachers to talk about a transformed professional identity with additional skills. This Element concerns migrant teachers' transformation, how they redefine their professional identity, and how to support this in teacher education.
This chapter offers the question of What are Humans Learning for? or Why are Humans Learning? Aspects of Purpose, as a key consideration are canvassed as are many other elements proposed by various theorists as the what, the how, and when Humans learn but baulk at the Why. This Chapter also develops and offers the book’s definition of Human Learning.
This chapter examines the many Perspectives theorised and researched from the range of traditions and “fields” or study disciplines. The chapter moves to consider twenty-first century attempts to develop “grand theories of human learning”, especially those of Illeris and Jarvis and suggest show this leads to an emerging conceptualisation of an Impactful Model of Human Learning as a basis for this book.
This research determines the effects of the Heuristic method on students' performance in Mathematics 7 of a public national high school in the Philippines, school year 2022-2023. The quasi-experimental method used two sets of questionnaires (standardized Attitudes Towards Mathematics Inventory and standardized Algebra Test). The data were treated using frequency, mean, standard deviation, Chi-square test of independence, and paired t-test. The study revealed that student’s profiles (age, gender, final grade in Grade 6 Math) do not have significant relationships with their level of mathematical attitudes and academic performance. However, a significant increase in test scores between the pretest and post-test results in a significant difference between the mean gained of both groups. Thus, teaching strategies could encourage students to increase their academic performance. It was concluded that the Heuristic teaching model helps students develop better mathematics learning. The researchers strongly recommend searching for more learning methods that could help elevate the learners' academic performance.
In this chapter we will underline the importance of communication concepts and affordances in the research and development of a digital learning environment, the Campus platform. We will argue that its overall design and features reflect a position that finds support in socioconstructivist and connective approaches to learning, approaches that value the social construction of knowledge, the importance of networks, collaboration and sharing. As its uses are very different from content-driven platforms such as the traditional Learning Management Systems, we will also defend that the active promotion of these features contributes to a redefinition of the knowledge construction process, namely in what self-regulated learning is concerned. Along the chapter we will present results of evaluation studies of the platform that allowed us to characterize it as an open communication ecosystem for effective dialogue, participation and engagement.
Over two centuries, research has delved into individual differences in learning across educational and professional
contexts. This commentary conducts a bibliometric analysis of 6556 articles, identifying key research
keywords, topics and themes, and their historical evolution. The findings revealed a longstanding emphasis on
educational psychology, particularly motivation and achievement, rather than cross-curricular competencies and
learner’s well-being and socio-economic background. Notably, self-regulated learning (SRL) emerged as an
overarching research subject in terms of motivation and achievement, but, surprisingly, not (meta)cognition.
Prospects for the field build on cross-disciplinary research, theoretical refinement, and methodological advances.
Further, the field is expected to maintain academic rigor, address diversity among learners, foster global
collaboration, and focus on underprivileged populations.
This study explores the transformative impact of the 2019 revision of the Nuri Curriculum on early childhood education in South Korea, which marks a paradigm shift towards a child-centered, play-based learning environment. This paper critically analyzes the reform’s three core components: the adoption of a child-play-centered approach, the elimination of age-specific divisions, and the empowerment of educators. The study places these changes within the context of international best practices and research in early childhood education, drawing connections to renowned theorists like Jean Piaget, Lev Vygotsky, and proponents of the Reggio Emilia approach. It highlights the alignment of the Nuri Curriculum reform with established knowledge of the significance of play-based learning and the pivotal role of skilled educators in shaping young learners’ experiences. The paper discusses the theoretical and policy implications of the reform, emphasizing its contribution to a deeper understanding of child-centeredness and play in fostering well-rounded individuals. It underscores the importance of government policies aligning with global trends and investing in teacher training to effectively implement such reforms. The Nuri Curriculum reform not only represents a significant departure from traditional educational paradigms but also opens avenues for future research in longitudinal studies, teacher education, cultural adaptations, and community engagement. It sets the stage for a more responsive and culturally sensitive approach to early childhood education, preparing young learners for an ever-changing world.
This study was done to examine the relationship between employee training and organizational productivity in the banking sector, a case study of Co-operative Bank, Githurai Branch. The study was guided by these four research objectives; examining the effect of employee induction on organizational productivity within the Co-operative Bank, Githurai Branch, Kenya, determining the effect of on-the-job training on organizational productivity within the Co-operative Bank Limited, Githurai Branch, Kenya, determining the effect of employee motivation on organizational productivity within the Co-operative Bank Limited, Githurai Branch, Kenya and examining the effect of employee job satisfaction on organizational productivity within the Co-operative Bank Limited, Githurai Branch, Kenya. A cross-sectional research survey was conducted. The target population consisted of employees working at the Co-operative Bank of Kenya Limited, Githurai Branch. I used Simple random sampling techniques. The size of the sample that was ascertained was 18 using the total sampling technique. The source of data that was used was Primary sources of data. A stratified random sampling was used to determine the sample size of the 18 respondents. The researcher performed Pearson's correlation and a regression test so as to determine the relationship between the variables under analysis. The data was analyzed with the use of the Statistical Package for Social Sciences (SPSS) software, 25th version. Descriptive statistics and inferential statistics were used to analyze quantitative data. Frequencies and percentages were employed to provide descriptive statistics. The findings were presented in tabular form. The outcome or other the results of the study helped in revealing whether the variables in the study statistically or positively correlated with organizational productivity. The study therefore recommends the banking sector to come up with suitable employee training practices that help in enhancing organizational productivity. Also, further research can be carried out so as to determine other variables that are aligned with employees’ training practices among the banking sector, organizations, and companies. Another similar study can be conducted aiming at the public sector for comparison purposes.
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In 21 st-century learning, it is essential for English teachers to integrate technology into teaching and learning processes in the classroom. FROG Virtual Learning Environment (FROG VLE) has become the latest method introduced by the Ministry of Education in order to achieve the objective of Malaysia Education Blueprint 2018-2025 where students acquire English as the target language via a virtual learning environment. FROG VLE is a cloud-based learning environment that emulates the traditional face-to-face teaching and learning processes in the classroom. It is the government's initiative to leverage technology usage in secondary schools all over Malaysia. In this qualitative study carried out in Sekolah Menengah Kebangsaan (P) Sultan Ibrahim, eight form five students were chosen using purposive sampling. In order to ensure that the data are valid and reliable, three research instruments were used which were observation, semi-structured interview, and focus group. The Nvivo software was used by the researcher to analyze all the data qualitatively according to specific themes which were students' self-esteem, students' anxiety, students' motivation, the impact of FROG VLE, school facilities, academic achievement, and students' readiness in using technology. The findings of this study showed that FROG VLE was an interactive learning tool that attracted students' interest in learning the English language. Students had the opportunity to discuss their work with their group members and submit their group tasks online. FROG Play was the latest application that had been introduced to the students in FROG VLE in which students had the chance to play any educational games related to their English lessons that had been uploaded by their English teacher. It also revealed that FROG VLE was able to increase students' self-esteem, manage to reduce students' anxiety and at the same time, motivate students in learning English language. The students' were able to apply collaborative learning with FROG VLE by using the online learning platform (Canva, Padlet, Wordwall) and software applications (Microsoft Office, video recording) for their online presentation.
The social construction of learning constitutes an important frame of reference in the understanding of social learning processes that take place in groups, communities, networks, through innovative training offers such as Massive Open Online Courses (MOOC). Therefore, this study analyzed the social construction of learning from the perception of the participants of an xMOOC. Using the ex post facto method, two validated surveys (initial and final) with a Likert scale were applied to 217 participants to analyze three variables: participant profile, social construction of learning, and communication and interaction practices. The findings suggest participants with: a) an interest in aligning the training theme with their work and study interests; b) commitment to carry out activities from previous experience; c) satisfaction of needs regardless of the heterogeneity of the profile; d) an age that did not significantly influence the development of digital skills, but did influence the use of social networks for academic purposes. The differential value of this study includes the analysis and identification of potentialities and opportunities for the social construction of learning and communication and social interaction, practices that are decisive for the development of social learning.KeywordsSocial Construction of LearningSocial LearningxMOOCCommunicationInteractionEducational InnovationHigher Education
Purpose: The main purpose of this study is to identify the active learning methods in accounting education and ranking them using the Fuzzy Analysis Hierarchy Process (AHP). Methodology: Active learning methods in accounting education were identified using a library review and were classified into eleven methods and were ranked by the subjects according to the Fuzzy AHP. Then, a comparative comparison was made between the existing rankings before and after using this process to determine possible differences. The statistical population of the study includes professors of accounting and the data collection method is through a questionnaire. Results: The results showed that according to the Fuzzy analysis hierarchy process ranking, problem solving methods by students separately in the classroom, modified lectures, oral questions from students, class quizzes and problem solving in small groups in the classroom have the highest rank. In addition, there is a significant difference between the ranking of active learning methods in accounting education before using the Fuzzy AHP and after. Conclusion: Based on the results of the research, it can be said that the use of active learning methods leads to the effectiveness of education in the field of accounting. Contribution: It is expected that the methods identified in this study will lead to the improvement of effective education in the field of accounting and reduce the gap between the needs of society and the skills of accountants. These results can help the planning committee of the accounting field, the professors of this field and the educational committees of the universities in order to improve the quality of education, especially in the field of accounting.
In general, face-to-face learning seems to have become part of the learning system, regardless of its weakness and strengths. Some of the disadvantages of face-to-face traditional learning can be covered with the advantages of distance learning systems, and vice versa. The integration of face-to-face traditional learning system with distance learning is called blended learning. For this matter, Moodle LMS can be used as a tool for support distance learning. Research method used is base design research. The developed blended learning has validated by 2 experts (material and media validator). As a result, (the validation of media experts 82.05 and validation of material experts 80).
The Power of Interest for Motivation and Engagement describes the benefits of interest for people of all ages. Using case material as illustrations, the volume explains that interest can be supported to develop, and that the development of a person’s interest is always motivating and results in meaningful engagement. This volume is written for people who would like to know more about the power of their interests and how they could develop them: students who want to be engaged, educators and parents wondering about how to facilitate motivation, business people focusing on ways in which they could engage their employees and associates, policy-makers whose recognition of the power of interest may lead to changes resulting in a new focus supporting interest development for schools, out of school activity, industry, and business, and researchers studying learning and motivation. It draws on research in cognitive, developmental, educational, and social psychology, as well as in the learning sciences, and neuroscience to demonstrate that there is power for everyone in leveraging interest for motivation and engagement.
The field of Human Resource Development (HRD) has grown in prominence as an independent discipline from its roots in both management and education since the 1980s. There has been continual debate about the boundaries of HRD ever since. Drawing on a wide and respected international contributor base and with a focus on international markets, this book provides a thematic overview of current knowledge in HRD across the globe. The text is separated into nine sections which explore the origins of the field, adjacent and related fields, theoretical approaches, policy perspectives, interventions, core issues and concerns, HRD as a profession, HRD around the world, and emerging topics and future trends. An epilogue rounds off the volume by considering the present and future states of the discipline, and suggesting areas for further research. The Routledge Companion to Human Resource Development is an essential resource for researchers, students and HRD professionals alike. © 2015 editorial and selection matter: Rob F. Poell, Tonette S. Rocco and Gene L. Roth; individual chapters: the contributors.
How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: • modern research into learning and brain functions • self-perception, motivation and competence development • teaching, intelligence and learning style • learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view. © 1999, 2006 Roskilde University Press; 2007 Knud Illeris. All rights reserved.
This fully updated edition of How the Child's Mind Develops is an integrated and thought-provoking account of the central issues in child development. Parents, professionals and students will find it an invaluable introduction.
This book critically assesses the learning that is required and provided within a learning society and gives a detailed sociological analysis of the emerging role of lifelong learning with examples from around the globe. Divided into three clear parts the book: looks at the development of the knowledge economy; provides a critique of lifelong learning and the learning society; focuses on the changing nature of research in the learning society. The author, well-known and highly respected in this field, examines how lifelong learning and the learning society have become social phenomena across the globe. He argues that the driving forces of globalisation are radically changing lifelong learning and shows that adult education/learning only gained mainstream status because of these global changes and as learning became more work orientated.
As interest grows in theories of lifelong learning not only across society but also as an area of serious academic study, the need has arisen for a thorough and critical study of the phenomenon. This distillation of the work of renowned writer Peter Jarvis addresses this need, looking at the processes involved in human learning from birth to old age and moving the field on from previous unsystematic and mainly psychological studies. Instead, Jarvis argues that learning is existential, and so its study must be complex and interdisciplinary. The result is a giant step towards building a complete and integrated theory of how humans learn, taking account of existing theories to see if they can be reconciled with a more complex model. Applying his expert analytical approach to this wide-ranging topic, Jarvis looks in detail at: • learning in the social context. • the transformation of experience. • the outcomes of learning. • learning and action. • cognitive theories. • emotions and learning. • experiential learning.
This is a book with a difference: it produces a completely new perspective on lifelong learning and the learning society and locates them within humanity itself. Five themes run through this book: Humankind has always been aware of the imperfections of human society: as a consequence, it has looked back to a mythological past and forward to a utopian future that might be religious, political, economic or even educational to find something better. Lifelong learning as we currently see it is like two sides of the same coin: we learn in order to be workers who produce, and learn we have a need to consume. We then devour the commodities we have produced, whilst others take the profits! One of the greatest paradoxes of the human condition has been the place of the individual in the group/community, or conversely how the groups allow the individual to exist rather than stifle individuality Modernity is flawed and the type of society that we currently have, which we in the West call a learning society, is in need of an ethical overhaul in this late modern age. There is a need to bring a different perspective - both political and ethical - on lifelong learning and the learning society in order to try to understand what the good society and the good life might become. In Democracy, Lifelong Learning and the Learning Society, the third volume of his trilogy on lifelong learning, Professor Jarvis expertly addresses the issues that arise from the vision of the learning society. The book concludes that since human beings continue to learn, so the learning society must be a process within the incomplete project of humanity. All three books in the trilogy will be essential reading for students in education, HRD and teaching and learning generally, in addition to academics and informed practitioners. The Lifelong Learning and the Learning Society Trilogy Volume 1: Towards a Comprehensive Theory of Human Learning. Volume 2: Globalisation, Lifelong Learning and the Learning Society. Volume 3: Democracy, Lifelong Learning and the Learning Society. Peter Jarvis is an internationally renowned expert in the field of adult learning and continuing education. He is Professor of Continuing Education at the University of Surrey, UK, and honorary Adjunct Professor in Adult Education at the University of Georgia, USA.
Transformative learning has usually been defined as transformations of meaning perspectives, frames of reference, and habits of mind—as proposed initially by Jack Mezirow. However, several authors have found this definition too narrow and too cognitively oriented, and Mezirow has later emphasized that emotional and social conditions are also important. Thus, there is a need for a broader, more up-to-date, and still significant definition. This article suggests that the target area of transformative learning should be defined by the term “identity,” which explains what this term implies, argues why it is the best possible choice, and gives examples of how the concepts of transformative learning and identity can mutually enrich each other and lead to new understandings in both of these areas.
This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal conditions influence learning possibilities. All this started when the author, aged 27, broke off his career as a travel agent and joined a course for matriculation at the university. He found this course extremely ineffective and got the idea that a firm knowledge about how human learning takes place might be a starting point for the development of more engaging and effective learning, teaching, schooling and education. Over the years, he gathered inspiration from a broad range of learning theorists such as Piaget, Rogers, Ausuble, Leithäuser, Schön, Kolb, Furth, Mezirow, Kegan and his own Danish instructor, Thomas Nissen. But the theory was built up as his own structure by critically adding new elements from the examination of other theories and carefully analysing experience from teaching, supervising and observing learning courses at all levels from primary school to adult education and university studies.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
To study productive thinking where it is most conspicuous in great achievements is certainly a temptation, and without a doubt, important information about the genesis of productive thought could be found in biographical material. A problem arises when a living creature has a goal but does not know how this goal is to be reached. Whenever one cannot go from the given situation to the desired situation simply by action, then there has to be recourse to thinking. The subjects ( S s), who were mostly students of universities or of colleges, were given various thinking problems, with the request that they think aloud. This instruction, "Think aloud", is not identical with the instruction to introspect which has been common in experiments on thought-processes. While the introspecter makes himself as thinking the object of his attention, the subject who is thinking aloud remains immediately directed to the problem, so to speak allowing his activity to become verbal. It is the shift of function of the components of a complex mathematical pattern—a shift which must so often occur if a certain structure is to be recognized in a given pattern—it is this restructuration, more precisely: this transformation of function within a system, which causes more or less difficulty for thinking, as one individual or another tries to find a mathematical proof.
Developmental and child psychology remains a vital area in modern psychology. This comprehensive set covers a broad spectrum of developmenal issues, from the psychology of the infant, the family, abilities and disabilities, children's art, imagination, play, speech, mental development, perception, intelligence, mental health and education. In looking at areas which continue to be very important today, these volumes provide a fascinating look at how approaches and attitudes to children have changed over the years. The set includes nine volumes by key development psychologist Jean Piaget, as well as titles by Charlotte Buhler and Susan Isaacs.