scholarly journals EFFECTIVENESS OF TRANSFORMATIVE LEARNING EXPERIENCES ON EMPLOYABILITY OF BACHELOR OF TECHNOLOGY PROGRAMME GRADUATES OF TECHNICAL UNIVERSITY OF KENYA

2020 ◽  
Vol 6 (7) ◽  
pp. 67
Author(s):  
Gaudencia Achieng’ Ndeda ◽  
Paschal Wambiya ◽  
Mary N. Getui
Keyword(s):  
Transformative Learning ◽  
Social Life ◽  
Creative Thinking ◽  
Learning Experiences ◽  
Class Discussion ◽  
Unique Contribution ◽  
Group Project ◽  
Interview Guide ◽  
Technical University ◽  
Technology Programme

Purpose: This study sought to examine the effectiveness of transformative learning experiences on the employability of Bachelor of Technology Programme graduates of Technical University of Kenya. Methodology: The study used sequential explanatory design of the mixed method approach. Target population was 231 B. Tech graduates of the 2011, 2012 and 2013 cohorts all of which were included in the sample since they had limited numbers. Data were collected using a questionnaire and an interview guide. Reliability and validity index was calculated at between 0.8 and 0.9, an indication that the instruments were valid and reliable. The quantitative instrument was administered first and analysed, and the results used to construct the interview guide that was later conducted for explanatory purposes to validate the outcomes of the quantitative phase. The Perspective Transformation Index (PT-Index) on a scale of 1-3 was used. Responses were coded using Statistical Package for Social Sciences (SPSS) software for windows version 21.0 and presented using tables and figures. Findings: The majority (67.3%) of the B. Tech graduates experienced transformative learning.  71% of these attributed the transformation to the learning activities in the B.Tech programme (PT3) and16.3% to factors outside the B.Teh programme (PT2). Mentoring 85%, group project 58%, class presentation 46%, industry-based learning and trips 47%, class discussion and dialogue 47%, term papers and essays, self-evaluation, class activities and exercises, laboratory experiences and assigned readings all scored above 20%. Critical and creative thinking, and personal-self-reflection scored below 20%. New computers 37%, new technology support in the office 46%, new leadership13%, new professional requirements 43%, emerging unfamiliar work dimensions 16%, rapid transformation in Technology 45%, transformation in social life 27% and a feeling of incompetence 12%. Unique contribution: Theory: Transformative Learning can enhance employability of B.Tech graduates. Practice: The findings will inform design, implementation and improvement of academic curricula and training processes in institutions of higher learning. Policy: The findings can inform policy on transformative learning for greater employability.

Profiles of engagement: An investigation of transformative learning experiences

2011 ◽  
Author(s):  
Kevin J. Pugh ◽  
Cassendra M. R. Bergstrom ◽  
Bryden Spencer
Keyword(s):  
Transformative Learning ◽  
Learning Experiences

Investigation of Attitudes Toward Chemistry and Learning Experiences of Pre-Service Chemistry Teachers

2021 ◽  
pp. 191-211
Author(s):  
Dwi Wahi/udiati ◽  
Hari Sutrisno ◽  
Isana Supiah YL
Keyword(s):  
Random Sampling ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interview ◽  
Mixed Method Research ◽  
Chemistry Teachers ◽  
Inquiry Based Learning ◽  
Interview Guide ◽  
Students Attitudes ◽  
Attitudes Toward Chemistry

The objective of this research was to investigate the level of students' attitudes toward Chemistry and Learning Experience (ATCLE). The research sample included 191 students (61 male and 130 female) from three universities; Universitas Negeri Mataram, Universitas Islam Negeri Mataram, and IK1P Mataram, Indonesia. The sample has been selected through cluster random sampling and snowballs random sampling. Mixed method research with a descriptive correlational survey model and a semi-structured interview was employed for the study. The data were collected by Chemistry Attitudes and Experiences Questionnaire (CAEQ) and an interview guide. Results showed no significant correlation in the level of attitude toward chemistry based on gender and grades. The finding also revealed that the attitude of pre-service chemistry teachers based on gender and grade were more positive towards research in chemistry than jobs related to chemistry. However, grades influenced the students learning experience, but there was no influence of gender on students learning experience. It is suggested that teachers need to develop a positive attitude toward chemistry and learning experiences of the students through inquiry-based learning practices.

Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students’ Experiences

2019 ◽  
Vol 6 (3) ◽  
pp. 222-228
Author(s):  
Bojana Berić-Stojšić ◽  
Naiya Patel ◽  
Janice Blake ◽  
Daryl Johnson
Keyword(s):  
Public Health ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Program Planning ◽  
Learning Experiences ◽  
Class Discussion ◽  
Classroom Learning ◽  
Spearman's Rho ◽  
Spearman’S Rho ◽  
Planning Implementation

This article provides support to flipped classroom pedagogy in the preparation of graduate-level public health practitioners. We describe the participatory, interactive, collaborative, and liberating process of teaching and learning in the Program Planning, Implementation, and Evaluation course, and we provide the results of a cross-sectional study into students’ perceptions of this process. Our investigation found a significant positive correlation between students’ participation in class discussion and classroom learning experiences (Pearson r[49] = .40, p = .004). Study results confirm the students’ appreciation for the flipped classroom pedagogy. However, the results indicate no significant correlation between the students’ learning style preferences and participation in class discussion ( t[46] = −0.94, p = .34) or classroom learning experiences ( t[46] = 1.64, p = .11); likewise, there were no significant correlations between students’ academic achievement (i.e., GPA) and participation in class discussion (Spearman’s rho correlation: ρ sp[49] = .07, p = .60) or classroom learning experiences (Spearman’s rho correlation: ρ sp[49] = .17, p = .25). No significant association was found between both participation in class discussion and learning experiences, with demographic variables such as gender, age, semester in school, and type of employment. The current flipped classroom pedagogy allows for participation, growth, and development of all students enrolled in the course. We recommend more studies to further strengthen current evidence of the effectiveness of the flipped classroom pedagogical approach on both teaching and learning in public health courses.

scholarly journals ‘You went to Europe and returned different’: Transformative learning experiences of international students in Portugal

2018 ◽  
Vol 17 (5) ◽  
pp. 696-713 ◽  
Author(s):  
Cosmin I Nada ◽  
Catherine Montgomery ◽  
Helena C Araújo
Keyword(s):  
International Students ◽  
Transformative Learning ◽  
Cultural Context ◽  
Learning Experiences ◽  
Analytical Tool ◽  
Learning Processes ◽  
International Higher Education ◽  
Education Students ◽  
Ongoing Debate ◽  
Educational Spaces

Despite the increase of research on international students, the complexity of their learning experiences is yet to be fully understood. This study seeks to provide an expanded vision of their learning by considering students’ experiences beyond formal educational spaces, focusing especially on their out-of-classroom experiences. To achieve this, the narratives of 12 international students in Portugal were analysed in light of the theory of transformative learning. The results indicate that all students experienced particular forms of learning as an outcome of their international experience and were engaged in transformative learning processes. Moreover, the theory of transformative learning proved to be an appropriate analytical tool for understanding the learning narratives of international higher education students. Through the analysis of the transformative effects of engaging with a foreign cultural context, this paper makes a contribution to the ongoing debate on transformative learning and the experience of international students in the European context.

Project Based Learning experiences in the space engineering education at Technical University of Madrid

2015 ◽  
Vol 56 (7) ◽  
pp. 1319-1330 ◽  
Author(s):  
Jacobo Rodríguez ◽  
Ana Laverón-Simavilla ◽  
Juan M. del Cura ◽  
José M. Ezquerro ◽  
Victoria Lapuerta ◽  
...  
Keyword(s):  
Engineering Education ◽  
Learning Experiences ◽  
Project Based Learning ◽  
Technical University

Meaningful tourist transformations with Country at Bawaka, North East Arnhem Land, northern Australia

2016 ◽  
Vol 17 (4) ◽  
pp. 443-467 ◽  
Author(s):  
Bawaka Country ◽  
Sarah Wright ◽  
Kate Lloyd ◽  
Sandie Suchet-Pearson ◽  
Laklak Burarrwanga ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Learning Experiences ◽  
Northern Australia ◽  
North East ◽  
Sensory Experiences ◽  
Arnhem Land ◽  
Over Time

In this article, we discuss how human and more-than-human agencies, experienced and interpreted through emotions and sensory experiences, actively shape and enable transformative learning for tourists. We examine the narratives of two visitors to Bawaka Cultural Enterprises, an Indigenous-run tourism venture in North East Arnhem Land, northern Australia. We attend particularly to the more-than-human place of Bawaka and the ways the visitors are drawn into what is known as Bawaka Country. Indeed, transformation occurs as the visitors co-become with Country, become part of its ongoing co-constitution. We also examine the limits to transformations forged through such immersive tourism experiences. Ultimately, we suggest that for these visitors, more-than-human agencies create transformative learning experiences which build emotional and affective connections with people, places and causes. We argue that even though these connections may become diluted over time and distance, embodied and remembered experiences remain meaningful, having the potential to unsettle, connect and transform.

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