Competency as Outcome and Process through Transformative Learning Experiences

Peterson, Lance T.; Lundquist, Melissa

doi:10.1080/08841233.2021.1946234

Cited by 6 publications

(5 citation statements)

References 30 publications

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“…Moreover, some out-of-college activities were found successful, such as field trips, visits from potential employers and other extracurricular activities. The sequence and content of the tasks designed in this paper demonstrate how teaching strategies informed by transformational pedagogies accommodated with TD theory in remote learning may provide a framework for both the TL process and the outcomes sought in architecture education by connecting the individual/group tasks to their underlying meaning, which confirms the findings of Peterson and Lundquist [31].…”

Section: The Effect Of the Sustainable Architecture Design Studio On Tlsupporting

confidence: 80%

“…Critical pedagogy seeks to rebalance the power between the student and teacher in the learning process towards one that is mutual and transformational [14,30], and it fits well with the TD theory where a learner's autonomy and teacher-student dialogue can be designed [7,14]. Moreover, when learning activities in architecture education are designed to promote extrarational processes (arts-based, dialogue, emotional and spiritual) and social critique processes (ideology critique, empowerment and unveiling oppression) as well, learners will more likely achieve TL outcomes, such as acting differently and having deeper self-awareness and open perspectives [2,19,27,31]. Thus, TL supported by critical pedagogy, constructivism and complexity theory involves a problem-posing and problem-solving paradigm that requires students to immerse themselves in the problem, critically appraise reality and propose interventions that promote social change [14,31].…”

Section: Transformative Learning and Innovation Competencementioning

confidence: 92%

“…Moreover, when learning activities in architecture education are designed to promote extrarational processes (arts-based, dialogue, emotional and spiritual) and social critique processes (ideology critique, empowerment and unveiling oppression) as well, learners will more likely achieve TL outcomes, such as acting differently and having deeper self-awareness and open perspectives [2,19,27,31]. Thus, TL supported by critical pedagogy, constructivism and complexity theory involves a problem-posing and problem-solving paradigm that requires students to immerse themselves in the problem, critically appraise reality and propose interventions that promote social change [14,31]. This social change can be implemented in architecture education through design-based activities and socially innovative actions [1,32,33].…”

Section: Transformative Learning and Innovation Competencementioning

confidence: 99%

See 2 more Smart Citations

Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design

2022

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The currently used educational technology with artificial-intelligence-powered solutions, although rather instrumental, may lead to discontinuity in learning, as it lacks social and emotional value, which is an essential part of education for sustainable development and results in an immersive experience through which higher-order thinking skills can be adopted. This paper aims to explore transformative learning (TL) and innovation skill improvement accommodated by transactional distance theory in a 16-week remote sustainable architecture design course. The analysis identified the following: (a) significant progress in students’ attitudes toward uncertainty and criticality while social support differs due to the influence of classmates, faculty staff, teamwork, writing and reading assignments, promoters from industry and extracurricular activities; (b) significant progress in TL achievement while innovation skill development differs significantly across the groups in which online collaborative learning was found as an influencer in creativity and motivation; (c) self-efficacy influenced by feedback in and on actions, such as essay and other writing assignments, verbal persuasions and positive social comparisons; (d) lack of development of situational awareness, continuity of learning and interactions/situations to empower teammates in handling conflicts to develop leadership ability; (e) decrease in risk-taking ability, especially in a group of students in which social support was limited due to the absence of challenging situations and tasks. The results support the use of remote intervention directed at prosocial motivations and action-focused group goals.

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Section: The Effect Of the Sustainable Architecture Design Studio On Tlsupporting

confidence: 80%

Section: Transformative Learning and Innovation Competencementioning

confidence: 92%

Section: Transformative Learning and Innovation Competencementioning

confidence: 99%

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Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design

2022

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“…The initial stage in curriculum analysis starts with determining KD according to the research results. Determination of basic competencies is an important part of guiding students to achieve the expected learning outcomes [21]. The basic competence to be achieved in the knowledge domain is KD 3.10, namely understanding the principles of biotechnology that apply bioprocesses in producing new products to improve human welfare in various aspects of life.…”

Section: Resultsmentioning

confidence: 99%

The research finding of marine fungi as milkfish feed and its utilization for biotechnology digital magazine

Khastini,

Rahman Kintu Nihan,

Murni

et al. 2023

EduLearn

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This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.

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“…The development of skills and knowledge to improve students' job performance should be a priority in universities (Cázares & Cuevas, 2007), this is achieved through competencybased education that can provide skills and critical reasoning to face the complexities of the work environment (Allen & Simpson, 2019;Bratianu, Hadad & Bejinaru, 2020), so it is necessary to design and develop the skills and knowledge or abilities that students require in the next stages of their development or in their working life (Johnstone & Soares, 2014;Lluch et al, 2017) focusing universities on the processes of developing these skills for work (Peterson & Lundquist, 2021).…”

Section: Theoretical Foundationmentioning

confidence: 99%

Factors in the development of university students’ job skills in business´ careers in Ecuador

2024

RCS

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Companies demand personnel who have the key´s competencies for business. This research aims to determine the development's factors of job skills of university students of business' careers in the province of Guayas, Ecuador. The design is quantitative, non-experimental and cross-sectional, a questionnaire with closed questions and a sample of 318 students was used. An exploratory factor analysis was developed through which key dimensions were configured. The results show five factors that intervene in the development of job competencies called competency learning, professional development planning, relationships and teamwork, professional development events, and work practice in companies. It is concluded that the first three factors identified explain between 17.9%, 11.8% and 10.2% of the variance, accumulating 40.02% of the total variance, this provides a clear orientation of which are the factors with the greatest impact on the development of labor skills. This work has theoretical implications, contributes to the literature with evidence of the factors that intervene in the development of job skills in business´ students, and has practical implications because university managers can focus on these factors to develop job skills in students.

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Competency as Outcome and Process through Transformative Learning Experiences

Cited by 6 publications

References 30 publications

Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design

Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design

The research finding of marine fungi as milkfish feed and its utilization for biotechnology digital magazine

Factors in the development of university students’ job skills in business´ careers in Ecuador

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