Search Results for
"learning"

This study investigates the impact of varying class durations on student learning and perceptions within design-build studios in a construction program at Mississippi State University. By comparing two cohorts-one from regular fall/spring semesters and another from an intensive summer session-we aimed to understand how different class schedules affect student engagement, productivity, and interest in the construction industry. Utilizing a two-phase survey and thematic analysis, we found significant similarities and differences between the groups. Both cohorts valued hands-on learning and the tiny house project for real-world construction experience. However, differences emerged in their perceptions of lectures, exams, and project management skills, influenced by the distinct time constraints of their respective schedules. The fall/spring cohort highlighted challenges related to balancing studio hours with other commitments, whereas the summer cohort faced intensified demands but reported higher engagement. These findings highlight the importance of tailoring educational approaches to optimize learning outcomes in construction education, suggesting that immersive, intensive formats may enhance practical skills and industry interest while also requiring effective time management strategies and instructional support. © 2024 International Conference on Construction in the 21st Century. All rights reserved.

This chapter explores knowledge management in education and teaching practices, focusing specifically on sustainable projects implemented in three universities from Colombia, Mexico, and Spain, during the final year of the university stage. The approach involved the use of bamboo, raw soil, and rice husks as materials. The resource management process included verification of availability, followed by conceptual exercises and laboratory tests to confirm mechanical, physical, and pathological analyses of the materials. This process followed Bruno Munari’s methodology, which included stages such as problem definition, identification of problem elements, data collection, analysis, creativity, material technologies, experimentation, modeling, and verification. At the same time, the specific, measurable, achievable, relevant, timely (SMART) method was applied in four progressive levels of information and communications technology (ICT), along with the puzzle technique, which assigns responsibility for the content to each group member, promoting knowledge construction through socialization. The results showed a high level of knowledge production, resulting in memorable and transformative experiences. Approximately 70% of the students reported learning in a multidisciplinary manner, showing increased interest, while 30% preferred the traditional method for its perceived simplicity. Within the 70%, 20% were architects, 30% were environmental engineers, and another 20% were from the social sciences and humanities, reaching the highest strategic level in the educational process. It was found that once exposed to these methods, the students exhibited enhanced competencies and a greater impact on biomaterials innovation, fully unleashing their abilities. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This book examines evolving trends in pre-employment and continuing education, focusing on how formal learning affects learners’ skills, career motivation, and work readiness. It also addresses adult workers’ skills development, continuous training and workplace learning, highlighting key enablers, barriers and factors influencing their motivation and employability. Drawing on insights from experienced scholars and practitioners from Singapore and some Asia-Pacific contexts, including Australia, Bangladesh, and China, the book uniquely integrates the synergy between pre-employment and continuing education, offering a deeper understanding of their interconnectedness in fostering a sustainable workforce. As a comprehensive resource, it provides valuable insights for advancing higher education, vocational training, continuing education, workplace learning, and workforce development. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

It has long been acknowledged that initial occupational preparation is insufficient for remaining employable across working life, given the existing chal-lenges of increased global competition, changing occupational requirements and workplace-specific competencies. Hence, the need for worker adaptability to respond to the existing and emerging challenges has been long evident and reinforced. The increasing requirements for nation states to be self-reliant and self-sufficient is now accentuating the demands for skilful work to occur in different ways and be respon-sive to meeting these kinds of workplace goals. This includes workers playing a greater role in initiating, enacting and monitoring workplace innovations. Drawing initially on data from the Programme of International Assessment of Adult Compe-tence PIAAC (OECD, 2013, 2016), comparative measures of worker discretion, problem-solving and learning through work are used to illuminate the key roles of adaptability in working and learning. These data emphasise the importance of sustaining workers’ employability, workplace change and becoming increasingly self-reliant through the lens of adaptive practices. It is concluded that opportuni-ties to exercise discretion, initiate change and innovations are central to individual employability, sustaining workplaces’ viability in the face of emerging challenges individually as goods and services providers and collectively for nation states to realise their social and economic goals. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

Augmented Reality (AR) offers unique opportunities to contextualize learning in authentic environments, connecting learning and its context as emphasized by situated and apprenticeship learning. We explored the impact of differently situated narratives and physical artifacts on AR-context perception, immersion, learning outcome, intrinsic motivation, and workload when learning a medical topic using HoloLens2. An experimental study with N = 40 participants was conducted in a 2×2 between-subjects design with narrative (education context vs. application context) and physical contextualization (presence vs. absence of a physical artifact) as factors. It revealed that the presence of a physical artifact significantly increased the perceived virtual-physical consistency within the AR experience. Application context narratives enhanced enjoyment and knowledge. However, the latter effect decreased when physical artifacts were introduced, potentially contributing to increased frustration. The contextualization of AR material thus influenced factors relevant for learners' experience and learning processes. Future research should explore this connection more detailed. © ISLS.

The Anti-Japanese War catalysed a profound transformation in Chongqing’s higher education system, with the city emerging as a sanctuary for students and scholars fleeing the conflict, which was both devastating and costly for China. This study explores the influence of the Anti-Japanese War on the evolution of Chongqing’s higher education model within the broader context of China’s educational framework. The research considers five key variables: the higher education model, curriculum, enrolment, institutional support, faculty, and student outcomes. A traditional literature review approach was employed, processing a total of 147 articles using MAXQDA software. The study highlights the significant role of the Anti-Japanese War in reshaping Chongqing’s higher education model, particularly in fostering a practical, hands-on approach to education, alongside promoting national unity and patriotism. Furthermore, the support provided by institutions, as well as faculty qualifications and experience, were identified as crucial factors influencing student outcomes. The study also emphasised the teaching and learning styles as key links between the independent and dependent variables. Moreover, the research identified cultural and historical contexts, political and ideological influences, as well as globalisation and internationalisation, as significant moderating factors. The findings offer valuable implications for policymakers, educators, and academics. The paper also acknowledges certain limitations and suggests avenues for further investigation in this area. © 2024 JESTP.

Description: Minority Voices From the Academic Superstructure is a critical conversation that bases its argument on interviews with Black, Indigenous, and people of color (BIPOC) faculty from across the United States and a range of institutions, including large public and private universities, small liberal arts colleges, and mid-size public institutions. Using critical race theory (CRT) and postcolonial studies as the central theoretical frameworks, and critical race feminism as a supporting critical paradigm, the authors bring to attention some of the persistent challenges that BIPOC faculty face even in the twenty-first century. The book builds on a now well-established scholarly tradition on faculty experiences in the academy to support the following argument: While many gains have been made, the vestiges of colonization—which critical race theorists continue to highlight as persisting in current systems—still render the present-day academy a challenging space for BIPOC faculty. Through the powerful stories of success and resolve shared by study participants, the authors show that colleges and universities represent enormous—if challenging—sites of opportunity where the goals of advancing greater racial, ethnic, and gender equality both within and beyond the ivory tower can be pursued. Minority Voices From the Academic Superstructure also explores the challenges BIPOC faculty and diversity, equity and inclusion (DEI) initiatives will likely face in a political environment that is increasingly hostile to such efforts. This book covers topics such as minorities in education, systemic racism, intersectionality, immigrant experience, gendered experiences in education, and is a useful resource for academicians, education professionals, administrators, sociologists, historians, economists, and researchers. Coverage: The many academic areas covered in this publication include, but are not limited to: • Diversity, Equity, and Inclusion (DEI) • Educational Administration and Leadership • Faculty Experience • Institutional Transformation • Minorities in Education • Minoritized Individuals • Racial Dimensions • Student Mentoring • Systemic Racism • Teacher Training and learning. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Higher education aims to prepare individuals for real- world challenges by equipping them with the knowledge, skills, and dispositions necessary for employment. However, higher education institutions face significant challenges in aligning with global standards while addressing local needs and socio- economic crises. A holistic learning experience, characterised by experiential learning opportunities such as internships, is crucial for this preparation. This chapter explores the experiences of students, employers, and teachers with internships as a means of developing real- world skills. Using a qualitative approach, the study sampled 10 students, five teachers, and employers from five departments (education, business, computer science, engineering, and medicine). The findings highlight the role of internships in fostering professional success. Internships enhance skill proficiency, assist students in making informed career decisions, and provide practical learning experiences that are often unavailable in traditional classroom settings. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This chapter delves into the essential responsibilities of educators in shaping the comprehensive growth of students. It examines how educators serve as catalysts for intellectual, emotional, and social development, going beyond conventional teaching roles to create an environment conducive to holistic learning. Through exploring effective pedagogical strategies, promoting socio- emotional learning, cultivating positive relationships, embracing diversity, and fostering a culture of lifelong learning, educators play a pivotal role in empowering students to reach their full potential. This chapter aims to provide insights and inspiration for educators to create inclusive learning environments and cultivate a legacy of excellence, equity, and empathy in education. © 2025 by IGI Global Scientific Publishing.

With more businesses driven by technological advancements, globalization, and shifting job markets, the need for innovative educational frameworks that equip students with future skills and competencies has become critical. Traditional education models are being challenged by the demand for skills like critical thinking, creativity, emotional intelligence, adaptability, and digital literacy. To prepare students for the future, educational systems must rethink curriculum design and teaching methodologies, integrating both hard and soft skills to create well-rounded individuals who thrive in diverse environments. This shift involves adopting more flexible, interdisciplinary approaches that blend academic knowledge with real-world problem-solving, while also embracing personalized and experiential learning. Further research into skill development helps educators to equip students with the competencies required for lifelong learning and meaningful contribution to society. Innovative Educational Frameworks for Future Skills and Competencies explores the evolving landscape of education in the context of rapid technological advancements and the growing influence of artificial intelligence. It examines the educational frameworks, pedagogical strategies, and technological tools that are essential for developing future skills and competencies. This book covers topics such as service learning, digital literacy, and teacher training, and is a useful resource for educators, academicians, policymakers, business owners, scientists, and researchers. © 2025 by IGI Global Scientific Publishing. All rights reserved.