scholarly journals Students’ Self-Organization of the Learning Environment during a Blended Knowledge Creation Course

2021 ◽  
Vol 11 (10) ◽  
pp. 580
Author(s):  
Giuseppe Ritella ◽  
Fedela Feldia Loperfido
Keyword(s):  
Undergraduate Students ◽  
Knowledge Creation ◽  
Participant Observation ◽  
Self Regulation ◽  
Cultural Models ◽  
Self Organization ◽  
Learning Approaches ◽  
Offline Learning ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews

Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students’ choices related to self-organization.

Impact of a Training Program on Preservice Teachers’ Ability to Negotiate With Elementary Students While Teaching Skill Themes

2021 ◽  
pp. 1-9
Author(s):  
Zachary Wahl-Alexander ◽  
Matthew Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Training Program ◽  
Field Experience ◽  
Participant Observation ◽  
Role Playing ◽  
Early Field Experience ◽  
Stimulated Recall ◽  
Program Components ◽  
Stimulated Recall Interviews ◽  
The Impact

Purpose: To determine the impact of a training program on the ability of preservice teachers (PTs) to negotiate with their students while teaching through the skill themes approach during an early field experience. Method: Participants were 11 PTs who were given specific training on how to negotiate with their students. Data on their ability to negotiate were collected during the early field experience with six qualitative techniques (journaling, document analysis, participant observation, and formal, informal, and stimulated recall interviews) and were analyzed using standard interpretive techniques. Findings: The training program was effective. Patterns of negotiation observed for both PTs and students improved as the PTs’ skill themes units progressed. The volume of positive negotiations increased and the volume of negative negotiations decreased. Key training program components were lecture/discussions, film, journaling, and role playing. Conclusions: Training PTs to negotiate can help them improve their teaching through the skill themes approach. Ability to negotiate may distinguish between effective and ineffective PTs who otherwise have similar pedagogical skills.

scholarly journals Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

2021 ◽  
Vol 23 (1) ◽  
pp. 145-160
Author(s):  
Estefanía Durán ◽  
Katherin García
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Stimulated Recall ◽  
Semistructured Interviews ◽  
Multiple Case ◽  
Field Notes ◽  
Stimulated Recall Interviews

This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

Information transformation: Some missing links

2007 ◽  
Vol 26 (3) ◽  
pp. 157-172
Author(s):  
Ivan P. Vaghely ◽  
Pierre-André Julien ◽  
André Cyr
Keyword(s):  
Decision Making ◽  
Grounded Theory ◽  
Information Processing ◽  
Knowledge Creation ◽  
Best Practice ◽  
Participant Observation ◽  
Human Information Processing ◽  
Process Information ◽  
Information Transformation ◽  
Efficient Information

Using grounded theory along with participant observation and interviews the authors explore how individuals in organizations process information. They build a model of human information processing which links the cognitivist-constructionist perspective to an algorithmic-heuristic continuum. They test this model using non-parametric procedures and find interesting results showing links to efficient information processing outcomes such as contributions to decision-making, knowledge-creation and innovation. They also identify some elements of best practice by efficient human information processing individuals whom they call the “information catalysts”.

scholarly journals Applying evidence-based medicine in general practice: a video-stimulated interview study on workplace-based observation

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Lisanne S. Welink ◽  
Kaatje Van Roy ◽  
Roger A. M. J. Damoiseaux ◽  
Hilde A. Suijker ◽  
Peter Pype ◽  
...  
Keyword(s):  
Decision Making ◽  
General Practice ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Stimulated Recall ◽  
Previous Discussion ◽  
Based Medicine ◽  
Stimulated Recall Interviews ◽  
Gp Training

Abstract Background Evidence-based medicine (EBM) in general practice involves applying a complex combination of best-available evidence, the patient’s preferences and the general practitioner’s (GP) clinical expertise in decision-making. GPs and GP trainees learn how to apply EBM informally by observing each other’s consultations, as well as through more deliberative forms of workplace-based learning. This study aims to gain insight into workplace-based EBM learning by investigating the extent to which GP supervisors and trainees recognise each other’s EBM behaviour through observation, and by identifying aspects that influence their recognition. Methods We conducted a qualitative multicentre study based on video-stimulated recall interviews (VSI) of paired GP supervisors and GP trainees affiliated with GP training institutes in Belgium and the Netherlands. The GP pairs (n = 22) were shown fragments of their own and their partner’s consultations and were asked to elucidate their own EBM considerations and the ones they recognised in their partner’s actions. The interview recordings were transcribed verbatim and analysed with NVivo. By comparing pairs who recognised each other’s considerations well with those who did not, we developed a model describing the aspects that influence the observer’s recognition of an actor’s EBM behaviour. Results Overall, there was moderate similarity between an actor’s EBM behaviour and the observer’s recognition of it. Aspects that negatively influence recognition are often observer-related. Observers tend to be judgemental, give unsolicited comments on how they would act themselves and are more concerned with the trainee-supervisor relationship than objective observation. There was less recognition when actors used implicit reasoning, such as mindlines (internalised, collectively reinforced tacit guidelines). Pair-related aspects also played a role: previous discussion of a specific topic or EBM decision-making generally enhanced recognition. Consultation-specific aspects played only a marginal role. Conclusions GP trainees and supervisors do not fully recognise EBM behaviour through observing each other’s consultations. To improve recognition of EBM behaviour and thus benefit from informal observational learning, observers need to be aware of automatic judgements that they make. Creating explicit learning moments in which EBM decision-making is discussed, can improve shared knowledge and can also be useful to unveil tacit knowledge derived from mindlines.

Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

2021 ◽  
Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz
Keyword(s):  
Undergraduate Students ◽  
Chemical Reaction ◽  
Chemistry Education ◽  
Self Regulation ◽  
Real Life ◽  
Explanatory Models ◽  
Explanatory Model ◽  
Future Application ◽  
Correct Figure ◽  
Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

Kijk naar jezelf! Reflectie op beeldmateriaal in onderzoek en praktijk

KWALON ◽  
2018 ◽  
Vol 23 (2) ◽  
Author(s):  
Krista van Mourik ◽  
Annica Brummel ◽  
Astrid Kemper ◽  
Ilse Menheere ◽  
Mariette Wesselink ◽  
...  
Keyword(s):  
Social Network ◽  
Social Workers ◽  
Family Members ◽  
Collaborative Relationships ◽  
Research And Practice ◽  
Behavioral Indicators ◽  
Video Recordings ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
Multiproblem Families

Look at yourself! A reflection on images in research and in practice Social workers play an important role in helping multiproblem families to deal with multiple, interrelated and often intergenerational problems. Social workers indicate that effective collaboration – with clients, their family members and other professionals – is crucial. Defective collaboration can have major consequences for effective support. In this study, six social workers were followed intensively in their collaborative relationships with families, families’ social network and other professionals providing services to these families. Video recordings and stimulated recall interviews were used to explore the behavioral indicators of this collaboration. The value of the method for research and practice is described.

scholarly journals International business research challenges in Africa

2018 ◽  
Vol 14 (2/3) ◽  
pp. 188-209 ◽  
Author(s):  
Abdoulkadre Ado ◽  
Roseline Wanjiru
Keyword(s):  
Knowledge Creation ◽  
Participant Observation ◽  
Culturally Sensitive ◽  
Government Support ◽  
Business Research ◽  
Global Knowledge ◽  
Content Type ◽  
Research Challenges ◽  
Conducting Research ◽  
Observation Method

Purpose This paper aims to explore the challenges researchers in/on Africa face when conducting research on the continent. It examines the reasons behind Africans’ relatively limited contribution to the business literature in the global sphere and why not culturally sensitive and nuanced research on Africa is spreading unchallenged. Design/methodology/approach The study combines knowledge creation and institutional theories to explain why African business scholars struggle in researching the continent and in contributing significantly to global knowledge creation. It also explores the debate about why Africa’s narratives in business seem dominated by not culturally sensitive and nuanced voices and approaches. It uses a participant observation method. Findings The study found that African scholars have not yet contributed significantly to global knowledge creation because of Africa’s institutional weaknesses and lack of government support for research, coupled with challenges at the interviewing, organizational and scholars’ levels. The study points to the specificities of the continent as well as to African interviewees’ particularities and the type of interactions with the researchers. The paper proposes new avenues to address those multilevel challenges and offers key lessons for future studies. Originality/value To the best of the authors’ knowledge, this study is the first to systematically investigate the fundamental reasons behind business research challenges in/on Africa from knowledge creation and institutional standpoints. This study also contributes to the growing debate on Africans’ meager contribution to business literature as well as the controversy regarding culturally sensitive vs not culturally sensitive knowledge creation on Africa. Finally, it proposes avenues to understanding and overcoming those challenges.

The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context

ReCALL ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 331-347 ◽  
Author(s):  
Ki Chune Nah ◽  
Peter White ◽  
Roland Sussex
Keyword(s):  
Foreign Language ◽  
Mobile Phone ◽  
Language Learners ◽  
Undergraduate Students ◽  
The Internet ◽  
Learning Approaches ◽  
Listening Skills ◽  
Wireless Application Protocol ◽  
Positive Attitudes ◽  
Wireless Application

AbstractInterest in the use of a mobile phone to access the Internet for learning English in general, and listening skills in particular, has been increasing in Korea over the last few years. However, there has been only a small number of studies on this topic in Korea. The present paper investigates the potential of using a mobile phone to browse wireless application protocol (WAP) sites for the purpose of learning listening skills. The study focuses specifically on the attitudes of language learners toward using a mobile phone for this purpose. The study is based on input, interaction, output and sociocultural theories, as well as on collaborative, learner-centred, constructivist and task-based learning approaches. An experiment was carried out with a group of undergraduate students who had enrolled in a required intermediate English as a Foreign Language (EFL) listening course at a Korean university. A WAP site was designed and used as the instrument for the experiment. This study found that the language learners expressed positive attitudes towards the use of the WAP site. It also found that the WAP site can be effective for learning listening skills and for student-centred and collaborative learning. Based on the findings, it is clear that WAP sites can be effective for learning listening skills, since they can enhance opportunities to learn language skills, and encourage language learners to participate actively in the learning process.

How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown

2018 ◽  
Vol 17 (2) ◽  
pp. 333-365 ◽  
Author(s):  
Suzanne Luger
Keyword(s):  
Text Comprehension ◽  
Eye Tracker ◽  
Translation Process ◽  
Morphological Knowledge ◽  
Dutch Translation ◽  
Stimulated Recall ◽  
Problem Solving Strategies ◽  
Stimulated Recall Interviews

Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.

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