Effective time management is essential for us all, whether students or anyone else. There are many factors which affect how well students manage their time and in what ways. As with everything, some are excellent at managing their time and others are not. As faculty, we can assist our learners to better manage their time, whether this is in the online learning environment or any other. However, studies reveal that the effect of time management training on time management practices varies, and there is therefore a need to explore this further. This study investigates how the practice of time management, an important self-regulated learning enabler, affects learning in the online learning environment. An automated adaptive time management enabling system was used to guide students in managing their time more effectively. The system assisted students in their time management through visual reinforcement, adaptive release, learning monitors and learning motivators. The findings showed that the use of the time management enabling system facilitated and guided the students in studying the course in a consistent manner and aided students in practising more effective time management thus impacting performance. In summary, positive changes were made to their time management behaviours and these subsequently improved their self-regulation.
This study attempts to understand bullying as a process in a polytechnic in Singapore. Bullying begins in the presence of the various contexts for it to take place. These contexts serve as the basis for the reasons and actions behind the bullying process. These contexts may be related to race, nationality, gender, academic ability, age, physical appearance and mannerism. With these contexts in place, the aims of the bullying process are articulated. The aims of bullying include manipulation, entertainment, reprisal and exclusion. Anchoring on the aims of bullying, a typology of bullies is suggested (Manipulating, Entertaining, Reprising and Excluding). The difference in the intentions of the bullying dictates the types of bullying tactics used by the bullies on their victims. These bullying tactics include discriminatory body language; mimicking; discriminatory joking; mocking; intentional isolation; and rumour mongering. Typologies of tutor bystanders (Apathetic, Focussed and Intervening) and student bystanders (Reassured, Guilty, Collaborating and Hindering) are formed in this study. Eventually the consequences of the bullying would determine the type of responses elicited from the victims. In turn, the types of responses by the victims would create a typology of victims in a bullying episode (Indifferent, Resigned and Proactive). Overall, a process of bullying in the context of the case polytechnic is described in this paper and it has implications for the development of theory, practice and future research in the area of bullying in the context of tertiary level education.
Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study conceptualised and validated a learning diagnostic test in the context of SIM University (UniSIM), an adult learning institution, in Singapore. The learning diagnostic tool allows the students to identify their strengths and weaknesses in areas of self-directed learning. The study employed a survey research methodology. 1,960 students responded to the survey, and the statistical methods of exploratory and confirmatory factor analysis were used in the analysis. The confirmatory factor analysis showed that the final model of self-directed learning, as actualised through the items of the learning diagnostic tool, has a good fit on the data, thus affirming the strong validity and reliability of the tool. This validated learning diagnostic tool currently serves as one of the student learning support measures to help UniSIM students to be self-directed learners.
This study investigated the relationship between the learning satisfaction and academic achievement of non-traditional learners in Singapore. Data were collected from 880 students through a component of the student evaluation exercise in a Singapore university in 2011. A mixed-methods approach was adopted in the analysis. Spearman's rho coefficient stated that there is a weak but significant correlation between academic achievement and learning satisfaction. Coding and categorization of the qualitative data explained that the types of learning satisfaction can be derived from three categories as perceived by the respondents: a) Instructors; b) Learning resources and c) Non learning related factors. Pearson Chi-square test for independence further indicated that there is a significant association between the level of learning satisfaction and the types of learning satisfaction. Understanding how learning satisfaction originated from non-traditional learners in the case university is important as the case university can focus on addressing them as a starting point to improve their learning satisfaction which can impact on student learning. At the same time, from a research viewpoint, this study can contribute to the existing relevant literature related to learning satisfaction of non-traditional learners.
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