Search Results for
"learning"

For the past decade, e-learning has emerged as a prominent delivery mechanism in educational settings. Now, it is not uncommon to find courses that are delivered fully online or in a blended learning (Bonk & Graham, 2006) mode. In addition, with the pervasive use of handheld, mobile, and wireless technologies, mobile learning (i.e., m-learning) and ubiquitous learning (i.e., u-learning) have received extensive attention as promising trends in the field of distance education. Indeed, our goals, related to the design of environments where learning happens at anytime and any place, seem more reachable with such emerging educational technologies that maximize mobility, connectivity, and versatility. Add to that options for learner participation and contribution within such an environment, as is seen with many online tools today, and there are many exciting opportunities for learnercentered online instruction. © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.

The workplace is a key arena for learning in today’s society. The spiraling demand for knowledge in the workplace has increased interest in informal learning. In the field of adult education, informal learning has been recognized as one of the primary ways that adults learn throughout their lives. Although there are numerous informal learning approaches, the goal of this chapter is to explore three theoretical perspectives of informal learning in the workplace: individual, social and integrated. These perspectives raise issues as well as highlight the limitations and benefits of informal workplace learning. The chapter concludes with solutions and recommendations for dealing with the issues and implications for the practice of adult education. © 2009 by IGI Global. All rights reserved.

With the rapid adoption of online learning and training, educators have drawn different conclusions regarding the viability of e-learning in supporting interactions that result in quality learning experiences and outcomes. This chapter describes several main online educational interaction models, highlights the Community of Inquiry model for contextualizing interaction from a sociocultural constructivist perspective and explains the characteristics of virtual learning communities. This chapter advances current understandings on online group learning processes with findings from a case study on distant students’ experiences during virtual synchronous tutorials. Quantitative and qualitative survey results are presented on student satisfaction with the development of their skills in computer-mediated communication, increased understanding of course content, and enhancement of their overall e-learning experience through collaborative group discussions. Finally, the implications of the findings for designing distance courses and virtual group learning activities are discussed, and recommendations offered to enhance student experiences of online group learning. © 2009 by IGI Global. All rights reserved.

This study reviews the innovative programme developed in 2004 between the Work-Based learning unit in the School of Education at Queen’s University, Belfast and the Police Service of Northern Ireland (PSNI). The scheme enables probationary officers to develop new skills by means of an Advanced Diploma in Work-Based learning linked to the traditional training in operational policing. This new programme not only creates a new approach to police development, but also allows for the accreditation of the Work-Based learning. The focus of the entire learning experience is within the real world context. Its objective is to enable students to reflect on their own work-related experience, to develop their understanding of appropriate work-based research approaches and methods and to identify and design a work-based project. The aim is to explore the evidence of the positive experience of trainees who have embarked on this new method of learning. Using interviews, observations, focus-groups and questionnaires, a review has been conducted on how the programme is attempting to contribute towards a positive change regarding the abilities of the new police officers. © 2009 by IGI Global. All rights reserved.

As minority engineering educators at the undergraduate level, the authors of this paper are acutely in tune to the issues of attracting minority students to and graduating them from engineering curriculums. There is a definite challenge in the recruitment and retention of quality minority students in the engineering disciplines. It is time to address these challenges in truth and offer solutions that help to address the root causes of current problems. This paper looks at the two divisions of a students' academic career that have the most impact upon their undergraduate success; that is their k-12 foundational education and their first two years in college as an undergraduate. These two divisions are not mutually exclusive nor are they unaffected by outside influences. There are specifically three challenges that need be addressed if we are to seriously make an impact on attracting minorities to engineering careers. The solutions of which must come from a team of agents and processes, acting upon the students' life at decidedly different time intervals and all with a different focus. The first challenge is that of foundational mathematics and science and the critical time frame for the first challenge is that of between 4th and 6th grades. The second challenge is that of instilling a self motivated work ethic towards learning and the critical time frame is ideally 9th grade but no later than the beginning of the 11th grade. The third challenge is that of financial accountability and the critical time frame is from freshman through sophomore years at the undergraduate level. This paper peers into these real challenges of attracting minority students to engineering careers and offers the seeds for implementing solution plans. If a plan is formulated to address these challenges at the correct time frame, then not only will we be able to attract a greater pool of quality minority students to engineering but we will be producing better students overall. © American Society for Engineering Education, 2009.

The concept of individual responsibility has taken on a signi?cance comparable to that of ‘choice’ in the global rise of neo-liberalism of the late 20th and early 21st centuries. The rise of neo-liberalism is most often analysed through the lenses of theory, governmentality and societal structures. There has been a tendency for an- ysis to become overly abstract with the subjective experiences of the social actors missing dimensions in the literature. This book draws on more than 20 years of international research that has focused on the subjective experiences of people as actors in changing social landscapes. These landscapes are differently positioned politically, economically and socially, in relation to the rise of neo-liberalism. Comparisons enable the differences in people’s experiences to be located, explored and explained in relation to different soc- economic landscapes, thus throwing into relief the effects of neo-liberal policies where they are found. My approach is to create an extended dialogue between ideas and evidence, starting close to home, and then extending to speci?c international comparisons and to wider explorations of the central themes of the book: human agency and social responsibility. Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed ‘Anglo-American regimes’, in contrast to ‘Rhine regimes’ as exempli?ed by Germany. © Springer Science+Business Media B.V. 2009.

The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of current academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This chapter introduces criteria for the successful implementation of ICT-enabled tasks. It argues that the integration of ICT is best supported by a pedagogy that facilitates experiential learning and a development of academic competencies. The context for demonstrating the importance of the informed use of ICT is a research project entitled, "iPod therefore iWrite," in which multiple-media content was developed by students in Japan and the United Kingdom. © 2009, IGI Global.

This study reviews the innovative programme developed in 2004 between the Work-Based learning unit in the School of Education at Queen's University, Belfast and the Police Service of Northern Ireland (PSNI). The scheme enables probationary officers to develop new skills by means of an Advanced Diploma in Work-Based learning linked to the traditional training in operational policing. This new programme not only creates a new approach to police development, but also allows for the accreditation of the Work-Based learning. The focus of the entire learning experience is within the real world context. Its objective is to enable students to reflect on their own work-related experience, to develop their understanding of appropriate work-based research approaches and methods and to identify and design a work-based project. The aim is to explore the evidence of the positive experience of trainees who have embarked on this new method of learning. Using interviews, observations, focus-groups and questionnaires, a review has been conducted on how the programme is attempting to contribute towards a positive change regarding the abilities of the new police officers. © 2009, IGI Global.

With the rapid adoption of online learning and training, educators have drawn different conclusions regarding the viability of e-learning in supporting interactions that result in quality learning experiences and outcomes. This chapter describes several main online educational interaction models, highlights the Community of Inquiry model for contextualizing interaction from a sociocultural constructivist perspective and explains the characteristics of virtual learning communities. This chapter advances current understandings on online group learning processes with findings from a case study on distant students' experiences during virtual synchronous tutorials. Quantitative and qualitative survey results are presented on student satisfaction with the development of their skills in computer-mediated communication, increased understanding of course content, and enhancement of their overall e-learning experience through collaborative group discussions. Finally, the implications of the findings for designing distance courses and virtual group learning activities are discussed, and recommendations offered to enhance student experiences of online group learning. © 2009, IGI Global.

The workplace is a key arena for learning in today's society. The spiraling demand for knowledge in the workplace has increased interest in informal learning. In the field of adult education, informal learning has been recognized as one of the primary ways that adults learn throughout their lives. Although there are numerous informal learning approaches, the goal of this chapter is to explore three theoretical perspectives of informal learning in the workplace: individual, social and integrated. These perspectives raise issues as well as highlight the limitations and benefits of informal workplace learning. The chapter concludes with solutions and recommendations for dealing with the issues and implications for the practice of adult education. © 2009, IGI Global.