A theory of self‐learning in a networked human and IT environment: implications for education reforms

Mok, Magdalena Mo Ching 莫慕貞; Cheng, Yin Cheong

doi:10.1108/09513540110394429

Cited by 23 publications

(7 citation statements)

References 22 publications

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“…Researchers and practitioners from various countries (Vermillion et al, 2008;Breslow, 2007;Cheng, 2001a,b;Mok and Cheng, 2001;cheng, 2002) analyzed the relationship between self-expression values and academic achievements of students. A few examples are following.…”

Section: Case Study 2: Relationship Between Self-expression Values Anmentioning

confidence: 99%

“…The key elements in effective learning and teaching are students and teachers' commitment, motivation and efficacy to promote and achieve learning as continuous self-actualization and self-learning and create unlimited opportunity for learning, developing learning groups, and evolving learning culture among International Journal of Strategic Property Management 2012.16:414-430. students and teachers (Cheng, 2001a,b;Mok and cheng, 2001). teaching is considered a process to initiate, facilitate, and sustain students' self-learning, self-exploration and self actualization; therefore, teachers or teachers should play a role as a facilitator or mentor who support students' learning.…”

Section: Case Study 2: Relationship Between Self-expression Values Anmentioning

confidence: 99%

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Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

Kaklauskas

Daniūnas

Amaratunga

et al. 2012

International Journal of Strategic Property Management

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There is not a single definition/explanation about market-orientation education. Two opposite definitions/explanations of pure market-oriented education (Cato, 2010) and social-market-oriented education (Amaratunga, 2009) are provided in the paper. Integrated multiple criteria analysis at the micro-, meso-and macro-levels are needed to increase efficiency of the market-oriented higher education reforms. Market-oriented higher education reforms management involves numerous aspects that should be considered in addition to making educational, pedagogical, didactical, economic, political and legal/regulatory decisions. these must include social, culture, ethical, psychological, environmental, technological, technical, organizational and managerial aspects. This article presents a Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education (developed during BELL-CURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) project's activities) for such considerations and discusses certain composite parts of it. To demonstrate the application of this research, two Case Studies from Lithuania are submitted for consideration.

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Section: Case Study 2: Relationship Between Self-expression Values Anmentioning

confidence: 99%

Section: Case Study 2: Relationship Between Self-expression Values Anmentioning

confidence: 99%

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

Kaklauskas

Daniūnas

Amaratunga

et al. 2012

International Journal of Strategic Property Management

View full text Add to dashboard Cite

show abstract

“…SRL referred to a process whereby the learner consciously and actively directed his/her actions in developing skills necessary for lifelong learning (Mok, Cheng, Moore, & Kennedy, 2006). Mok and Cheng (2001) considered SRL a cyclical process based on three components: mindset, action, and outcomes. Students' learning mindset was linked to their pre-existing conditions of motivation, cognition, and willingness to learn.…”

Section: Intended Student Outcomesmentioning

confidence: 99%

Evaluation of the effectiveness of a literacy intervention programme on enhancing learning outcomes for secondary students with dyslexia in Hong Kong

Tam

Leung

2019

Dyslexia

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Objective This quasi‐experimental study reported the results of a structured literacy intervention programme designed for secondary school students of Year 7 to Year 9 with dyslexia. Students of the intervention group (n = 116) participated in 40‐week sessions of small‐size, classroom‐based, and split‐group intervention setting with 45‐min daily lesson on both Chinese and English language compared with students in the control group who received normal classroom instructions (n = 98). Results Students in the intervention group outperformed the control groups in self‐regulated learning scales, which indicated that there was positive change in students' behavioural and cognitive outcomes in learning. Although students demonstrated gains in phonetic skills, posttest results in academic achievement did not exhibit significant improvement when compared with their control group peers. Conclusion The findings provided some encouraging evidence of the effectiveness of intervention programme. Students that demonstrated gains in phonetic skills and improvement in behavioural and cognitive aspects required continuous intervention lessons to become a self‐regulated learner, who would be self‐motivated to improve methods of learning and adopt strategies for attaining academic goals. The study contributed to the literature by presenting one of the very first school‐based, small‐size, classroom‐based, and split‐group intervention programme for secondary school dyslexic students, which included teachers and students training on English and Chinese intervention content (phonological and literacy content), teaching curriculum integrated with school curriculum, and coteaching with school teachers in the mainstream classrooms, whereas most of the existing intervention programmes used pull‐out approach involving the first language only.

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“…Verskillende faktore bevorder leer, onder meer affektiewe faktore (Mok & Cheng 2001;Mok & Lung 2005) wat 'n sentrale rol in intellektuele ontwikkeling speel. Leer kan ook deur die seleksie van geskikte onderrig-leerstrategieë aangemoedig word.…”

Section: Agtergrond En Probleemstellingunclassified

Consumer Studies student teachers’ affective experiences during project-based learning

Toit

Havenga

Walt

2016

Suid-Afrikaanse Tydskr. Natuurwetenskap Tegnol.

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The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes.

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A theory of self‐learning in a networked human and IT environment: implications for education reforms

Cited by 23 publications

References 22 publications

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

Evaluation of the effectiveness of a literacy intervention programme on enhancing learning outcomes for secondary students with dyslexia in Hong Kong

Consumer Studies student teachers’ affective experiences during project-based learning

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