“A Makerspace Is More Than Just a Room Full of Tools”: What Learning Looks Like for Female Students in Makerspaces

2018 ◽  
Author(s):  
Megan Tomko ◽  
Amanda Schwartz ◽  
Wendy Newstetter ◽  
Melissa Alemán ◽  
Robert Nagel ◽  
...  
Keyword(s):  
Research Question ◽  
Learning By Doing ◽  
Female Students ◽  
Traditional Learning ◽  
Snowball Sampling ◽  
Analysis Process ◽  
Academic Settings ◽  
Design Skills ◽  
Axial Coding ◽  
Problem Solve

Postulating that the act of making stimulates learning, a widespread effort prompted the integration of makerspaces on college campuses. From community colleges to research-based higher education institutions, large investments were and still are being made to advance the making spirit and encourage non-traditional learning in academic settings. While optimistic that students are taking advantage of the makerspace resources and are in fact learning from their experiences, there needs to be a more direct effort to understand the learning, if any, that is occurring in the makerspace. The makerspace is labeled as an open, learning environment where students are able to design, create, innovate, and collaborate [1, 2]. In response, we investigate the claims of this statement through the research question: how is learning experienced by female students in an academic makerspace? Female students in STEM, especially those engaged in makerspaces, have unique and uncharacteristic experiences that can lend way to various learning and pedagogical implications. The purpose of this paper is to highlight our methodological process for incorporating in-depth phenomenologically based interviewing and for utilizing open and axial coding methods to establish grounded theory. We interview five female students through purposeful maximum variation sampling and snowball sampling. Through a rigorous and iterative data analysis process of the ten-percent of the overall, we created a preliminary coding scheme that articulates how learning is occurring, what design skills are being learned, and what life skills are being learned. These preliminary findings show that not only are these female students learning by doing and learning how to problem solve in design, but they are also overcoming fears, developing patience, and communicating ideas in these design-oriented makerspaces.

Getting Better at Getting Better: Improvement Dispositions in Education

2021 ◽  
Vol 123 (4) ◽  
pp. 1-42
Author(s):  
Manuelito Biag ◽  
David Sherer
Keyword(s):  
Learning Community ◽  
Continuous Improvement ◽  
Research Question ◽  
Snowball Sampling ◽  
Improvement Science ◽  
Social Phenomena ◽  
Systems Perspective ◽  
Data Collection And Analysis ◽  
Initial Improvement ◽  
Axial Coding

Background/Context Continuous improvement methods are becoming increasingly popular in education. Existing research has emphasized the technical aspects of improvement practice and has rarely focused on important social phenomena that underlie improvement work, such as the mindsets and identities of successful practitioners. To address this gap, we conducted an exploratory study of educators involved with networked improvement communities (NICs). Purpose/Objective/Research Question/Focus of Study Two questions guide our study: (1) How do participants in networked improvement communities describe the key dispositions of educational “improvers”? and (2) What do participants report as the types of activities, social processes, and tools that enable the development of these dispositions? Research Design We used purposive and snowball sampling to recruit participants from diverse roles and who had received training in improvement science and/or had been involved in a NIC. We asked respondents to refer us to colleagues who were incorporating improvement science principles and tools into their professional work. In total, we interviewed 22 participants. Data Collection and Analysis We conducted semistructured, virtual interviews using Zoom. We audio-recorded and transcribed verbatim each interview for analysis. Through a collaborative and progressive process using NVivo 12 software, we applied open and axial coding methods to the data to identify emergent themes and patterns. Findings/Results Respondents report that educational improvers engage in disciplined inquiry, adopt a learning stance, take a systems perspective, possess an orientation toward action, seek the perspective of others, and persist beyond initial improvement attempts. Results also suggest that having opportunities to practice improvement with guidance from a coach, having access to a learning community of trusted colleagues, working in an environment where there are resources to support improvement work, and having leaders who model an improvement mindset support educators’ ability to engage in new practices that shift how they see themselves and relate to their work. Conclusions/Recommendations This study helps identify important dispositions associated with continuous improvement work in education. It also highlights the potential for NICs to bring about substantive changes in how participants connect to their professional practice, as well as with their colleagues, and how they pursue solutions to complex problems. Our research also suggests the need to provide educators with authentic opportunities to engage in fundamentally novel types of activities to cultivate new ways of approaching work that help all students learn and succeed.

FENG SHUI PADA TATA LETAK MASSA BANGUNAN DI KELENTENG SAM POO KONG

2017 ◽  
Vol 10 (2) ◽  
pp. 77
Author(s):  
Benedicta Sophie Marcella
Keyword(s):  
Qualitative Methodology ◽  
Human Life ◽  
Research Question ◽  
Cultural Influence ◽  
Research Use ◽  
Field Observations ◽  
Feng Shui ◽  
Analysis Process ◽  
Building Layout ◽  
Heritage Building

Abstract: “Klenteng” is an Indonesian term for place of worship for Chinese traditional faiths in Indonesia. Sam Poo Kong temple is a heritage building located in Semarang. Chinese temple building is part of the China building architecture, thus Chinese temple apply the feng shui principals, so that people get the fortune, peace, and prosperity from the perfect balance with nature. In this research, to be conducted a review of the use of feng shui principles contained in the layout of the building mass. The research question that arises is "How the application of feng shui to the layout of the building mass in the Sam Poo Kong temple?" This research aims to determine the influence of feng shui contained in the layout of the building mass Sam Poo Kong temple in Semarang. This research use structuralizes qualitative methodology. Analysis process was done by comparing the theory of feng shui with field observations. The building layout, planes, and the filler elements apply the principles of feng shui and it has a good meaning, leads to happiness and welfare in life. Cultural influence of Islam, Buddhist, Hindu, and Chinese cultures convey the meaning and message to the user of the building, all for good purpose in human life. Based on the analysis it can be concluded that the meaning of the layout of the building mass on the Sam Poo Kong temple in accordance with feng shui theory and it brings prosperity.Keywords: feng shui, Sam Poo Kong Temple, the layout of the building massAbstrak: Kelenteng atau Klenteng adalah sebutan untuk tempat ibadah penganut kepercayaan tradisional Tionghoa di Indonesia pada umumnya. Kelenteng Sam Poo Kong merupakan bangunan cagar budaya yang terdapat di kota Semarang. Bangunan kelenteng termasuk dalam bangunan Cina, sehingga dalam tatanan bentuk bangunannya masih mempergunakan kaidah feng shui. Konsep feng shui adalah seni hidup dalam keharmonisan dengan alam, sehingga seseorang mendapatkan keuntungan, ketenangan, dan kemakmuran dari keseimbangan yang sempurna dengan alam. Dalam penelitian ini, akan dilakukan peninjauan penggunaan kaidah feng shui yang terdapat pada tata letak massa bangunannya. Pertanyaan penelitian yang muncul adalah “Bagaimana penerapan fengshui pada tata letak massa bangunan di kawasan Kelenteng Sam Poo Kong?” Penelitian ini bertujuan untuk mengetahui pengaruh feng shui yang terdapat pada tata letak massa bangunan Kelenteng Sam Poo Kong di Semarang. Metodologi yang digunakan adalah strukturalis kualitatif. Proses analisis dilakukan dengan membandingkan teori feng shui dengan hasil observasi lapangan. Tata letak massa bangunan menerapkan kaidah feng shui serta memiliki makna yang baik, mengarahkan pada kebahagiaan serta keselamatan dalam kehidupan. Pengaruh budaya Islam, Buddha, Hindu, serta Kebudayaan Cina telah bercampur, menyampaikan makna serta pesan kepada pengguna bangunan, semua untuk tujuan kebaikan dalam hidup manusia. Berdasarkan hasil analisis maka dapat disimpulkan bahwa tata letak massa bangunan pada kawasan Kelenteng Sam Poo Kong sesuai dengan feng shui aliran bentuk dan mendatangkan kebaikan.Kata Kunci: feng shui, Kelenteng Sam Poo Kong, tata letak massa bangunan

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

scholarly journals Teaching Power Electronics and Digital Electronics using Personal Learning Environments. From Traditional Learning to Remote Experiential Learning

2017 ◽  
Vol 13 (08) ◽  
pp. 18
Author(s):  
Mourad Gourmaj ◽  
Ahmed Naddami ◽  
Ahmed Fahli ◽  
Driss Nehari
Keyword(s):  
Learning Environments ◽  
Management System ◽  
Learning By Doing ◽  
Limiting Factors ◽  
Traditional Learning ◽  
Main Question ◽  
Personal Learning ◽  
Learning Modules ◽  
Personal Learning Environments ◽  
Efficient Learning

<p class="0abstractCxSpFirst"><span lang="EN-US">Practical works have a fundamental role in the curriculum of any scientist, engineer, and technician. It helps learners to face the real world and put in practice what they have learned to judge their operability. Moreover, due to some limiting factors and due to the growth number of learners, universities and institutes have become inapt to give efficient learning. Distance education presents a future key to reduce these restrictions. </span></p><p class="0abstractCxSpLast"><span lang="EN-US">Currently, remote experiments together with web-based courses approach significantly contribute to many aspects of education for learners. In this context, the main question addressed is how we ensure that an educational system evolves to better serve the needs of learners? The present work proposes a solution based on student’s Personal Learning Environments ‘PLEs’. PLEs are educational platforms that help learners take control and manage their own learning process, learning modules with remote experiments, for reaching a specific goal. In order to response these criteria we use the Learning Management System (LMS) Moodle, the e-portfolio Mahara, the Remote Laboratory Management System (RLMS) iLab Shared Architecture (ISA) with additional tools and plug-ins to implement the learning by doing environment.</span></p>

scholarly journals Personal, Socio-Cultural and Environmental Factors Associated with Smoking Among Female Students at University of Lusaka, Zambia

2021 ◽  
Vol 3 (1) ◽  
pp. 93-103
Author(s):  
Francesca Chishimba Kasonka ◽  
◽  
Diana Mannan ◽  
Theresa Lesa Chisoso ◽  
Brian Chanda Chiluba ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Peer Influence ◽  
Premature Death ◽  
Female Students ◽  
Family Influence ◽  
Snowball Sampling ◽  
Adverse Health Effects ◽  
Younger Age ◽  
The University

Tobacco use is one of the most preventable causes of premature death globally, yet statistics show that there has been an increase of female smokers. Hence a need to understand why smoking prevalence continues despite the overwhelming data on adverse health effects. The aim of this study was to explore personal, socio-cultural, and environmental factors that are associated with smoking among female university students of University of Lusaka. A qualitative case study design was conducted with a sample 12 female students from the University of Lusaka. Snowball sampling was utilized. Female students smoking tobacco were predominantly associated with the desire for personal gratification, to feel accepted by their peers who smoke, to express female independenceand freedom and exposure to a male family member who smokes at younger age. Socio-cultural factors such as such as peer influence, family influence and female modernity in society were the major influencers of smoking in the female students, and environmental factors such as the lack of responsiveness to Zambia’s anti-smoking campaigns and a gap in the enforcement of anti-smoking legislation in Zambia also played an indirect role in facilitating smoking among female student. Anti-smoking campaigns could try and consider evaluating interventions from a male and female perspective respectively.

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

The AIDLET Model

2014 ◽  
pp. 412-435
Author(s):  
José Bidarra ◽  
Meagan Rothschild ◽  
Kurt Squire ◽  
Mauro Figueiredo
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning By Doing ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Mobile Media ◽  
Effective Learning ◽  
E Learning ◽  
Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

scholarly journals Interaction experience for families who lives with their child's disease and hospitalization

2006 ◽  
Vol 14 (6) ◽  
pp. 893-900 ◽  
Author(s):  
Aline Oliveira Silveira ◽  
Margareth Angelo
Keyword(s):  
Clinical Care ◽  
Research Question ◽  
Care Practice ◽  
Pediatric Hospitals ◽  
Analysis Process ◽  
The Family ◽  
Symbolic Meanings ◽  
Care Approach ◽  
Centered Care ◽  
Family Centered

Starting from the research question about the meanings the family attributes to interactions experienced during their child's hospitalization, this study tried to understand the interaction experience of families in pediatric hospitals, as well to identify the interventions considered effective the family's perspective. Symbolic Interactionism was the theoretical framework that supported the data analysis process, and Grounded Theory was the methodological framework. Six families with hospitalized children participated. The results allowed us to identify the phenomena "feeling secure to assume risks" and "feeling insecure to assume risks", representing the symbolic meanings attributed to relational contexts that emerge from interaction between families and health professionals. The identified concepts significantly contribute to achieve a better understanding of the family-centered care approach and provide a way to reflect on interaction and intervention with families in pediatric clinical care practice.

scholarly journals Views of medical residents on a research training program: a qualitative study

2020 ◽  
Author(s):  
Pamela Abi Khalil ◽  
Gladys Honein-AbouHaidar ◽  
Dina El Achi ◽  
Lara Al-Hakim ◽  
Hani Tamim ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Training Program ◽  
Capacity Building ◽  
Research Training ◽  
Graduate Training ◽  
Medical Center ◽  
Research Question ◽  
Snowball Sampling ◽  
Research Experience ◽  
Building Activities

Abstract Background The American University of Beirut Medical Center (AUBMC) developed the Fellowship and Residency Research Program (FRRP) to provide residents and clinical fellows with a supervised and structured research experience. Objective To explore the views of FRRP participants about the training program and how to enhance it. Methods We conducted a qualitative study targeting residents in one of the post-graduate training programs at AUBMC. We invited potential participants through email and via snowball sampling. We continued the data collection until we reached data saturation. We used a thematic analysis to identify emerging themes. Results Four themes emerged from the content analysis: expectations of residents, coordination, mentorship, and capacity building. Residents expected the FRRP to provide them with capacity building activities in conducting research since they perceived themselves as novice researchers. In terms of coordination, few residents complained that the deadlines to submit the deliverables are not evenly distributed across the years, so they suggested moving the deadlines earlier to give more time to address any challenges. In terms of mentorship, participants appreciated the flexibility in choosing the mentor and the ability to choose their own research question in agreement with their mentor, however, they thought that there were few faculty members who conducted research and some lacked commitment due to either being busy or travelling, resulting in the slowing of their progress. In terms of capacity building activities, the participants found the lecture series, both real time and virtual, to be helpful and they were satisfied with the topics of the lectures. Finally, participants pointed out that the FRRP program is very supportive and most of them thought it should be mandatory. Conclusion In order to provide residents and clinical fellows with a supervised and structured research experience, we have built on our findings to introduce several changes to our program such as ensuring the availability and commitment of faculty mentors, providing capacity building activities to the program participants and revising the program educational offerings to better cover the ABCs of research using mostly interactive and hands on sessions.

scholarly journals Constructivist Pedagogy For The Business Communication Classroom

2007 ◽  
Vol 4 (11) ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching Method ◽  
Business Communication ◽  
Learning By Doing ◽  
Cognitive Domain ◽  
Traditional Learning ◽  
Structured Interviews ◽  
The Real ◽  
Workplace Interactions ◽  
Making Sense ◽  
Organizational Administration

Business education and learning has become formidable and challenging over the last few years. A traditional learning environment is bereft of active learning where students only try to memorise terms and concepts and is unable to apply them to the real corporate world.  It was found in the business communication classes that students fail to comprehend basic business terminology and communication practices and concepts related to organizational administration and functioning.  In such a state of nescience, there was a need to enable the students to maximise learning through knowledge construction in authentic environments that employs the context in which learning is relevant. A suitable teaching method which needs to be dependant on variables such as target audience and content (Gulbahar, 2006) was designed for the business communication classroom that undergrids the theory of constructivism (Piaget, 1963). Constructivism lends to learning that is action-based where learners construe or make interpretations of their world through interactions in the real-world. Students were actively engaged in making sense of different concepts and terms through workplace interactions and observations.  This paper therefore describes an example that builds a dichotomy between knowledge and “learning by doing” which was integrated into the business communication curricula in a tertiary educational system of Oman. Qualitative paradigms, such as semi-structured interviews with students, employee feedback, student portfolios were used to evaluate student’s cognitive domain.

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