Communication, Collaboration, and Enhancing the Learning Experience: Developing a Collaborative Virtual Enquiry Service in University Libraries in the North of England

Jolly, Liz; White, Sue

doi:10.1080/13614533.2016.1156002

Cited by 14 publications

(3 citation statements)

References 17 publications

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“…in the future, the team intends to analyze and utilize student feedback retrieved in the post chat survey to plan and implement further changes where their usefulness is indicated to attain additional improvements. a strategic analysis of the out-of-hours webchat service could also be beneficial for service improvement as has been described by Jolly and White (2016). coNcLusIoN this chapter has demonstrated how the Ou Library's Live engagement and enquiries teams deliver iL instruction via synchronous online learning spaces by aligning technology and pedagogy.…”

Section: Continuous Review and Improvementsmentioning

confidence: 85%

Live Online Information Literacy Teaching and Learning – Challenges and Opportunities

Manecke¹

2020

Innovations in Higher Education Teaching and Learning

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Section: Continuous Review and Improvementsmentioning

confidence: 85%

Live Online Information Literacy Teaching and Learning – Challenges and Opportunities

Manecke¹

2020

Innovations in Higher Education Teaching and Learning

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“…A good communication culture is very important to get used to provide provisions for students to do jobs that currently require communication skills [5], [32]. Good communication will be useful for improving students' learning experiences [44]. In addition, the ability to communicate with the right articulation can support students in increasing creativity and critical thinking in learning [41], [45].…”

Section: Discussionmentioning

confidence: 99%

Difficulties in implementing 21st century skills competence in vocational education learning

Mutohhari

Sutiman

Nurtanto

et al. 2021

IJERE

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<span>The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.</span>

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“…Budaya komunikasi yang baik sangat penting dibiasakan untuk memberi bekal siswa dalam melakukan pekerjaan yang saat ini menuntut kemampuan berkomunikasi (Trilling & Fadel, 2009;Wagiran dkk., 2020). Komunikasi yang baik akan berguna untuk meningkatkan pengalaman siswa dalam belajar (Jolly & White, 2016). Selain itu, kemampuan berkomunikasi dengan artikulasi yang tepat dapat mendukung siswa dalam meningkatkan kreativitas dan berpikir kritis dalam pembelajaran (Budi dkk., 2020;Epçaçan, 2019).…”

Section: Komunikasi (Communication)unclassified

Tingkat Kematangan Guru Dan Siswa Pendidikan Vokasional Dalam Menerapkan Keterampilan Abad 21

Juliandarini¹

2022

JPTM

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Until now, the maturity level of teachers and students in vocational education in applying 21st century skills in learning is still a prolonged polemic. This study aims to: (1) analyze the maturity level of teachers and students in applying 21st century skills; (2) analyze the difference in the maturity level of 21st century skills between teachers and students in implementing vocational learning. The research uses an exploratory descriptive method with a quantitative approach adopting the Hoy and Adam design. This study involved 598 samples which were divided into teacher and student subjects. Collecting data using a closed questionnaire technique with a 4-point Likert scale. Data were analyzed descriptively quantitatively to describe the percentage of maturity level and independent sample t-test to determine the difference in maturity between teachers and students. The results showed: (1) all 21st century skills consisting of problem solving, critical thinking, creativity, collaboration, communication, and digital literacy were at a low level of maturity; (2) the difference in the level of maturity experienced by teachers and students is quite significant in all competencies. Currently, 21st century skills in managing and following learning in vocational education must be strengthened again. Various training and mentoring for teachers and students should also be improved.

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Communication, Collaboration, and Enhancing the Learning Experience: Developing a Collaborative Virtual Enquiry Service in University Libraries in the North of England

Cited by 14 publications

References 17 publications

Live Online Information Literacy Teaching and Learning – Challenges and Opportunities

Live Online Information Literacy Teaching and Learning – Challenges and Opportunities

Difficulties in implementing 21st century skills competence in vocational education learning

Tingkat Kematangan Guru Dan Siswa Pendidikan Vokasional Dalam Menerapkan Keterampilan Abad 21

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