Fostering Collaborative and Interdisciplinary Research in Adult Education

Erichsen, Elizabeth Anne; Goldenstein, Cheryl

doi:10.1177/2158244011403804

Cited by 8 publications

(6 citation statements)

References 38 publications

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“…These findings are relevant with Zeynep (2019) who stated that learning by the way of group work which is one of the integrated approach theories encourages students to discuss, criticise and be more attentive whilst rescuing them from memorising information. The researches and our observations show that students who studies mathematics in group work comprehend problems in a better way, put forward new ideas, are in control of the objectives and learn by applying what they understand instead of memorising mathematics that is mostly alleged formulae and their proofs.…”

Section: Discussionmentioning

confidence: 76%

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Byiringiro

2023

AJEP

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Purpose: In class discussion method can be used while studying Mathematics as it is intended to be a free give and take between teacher and students and among students on the current topic of concern in the course. It is characterized by probing questions from the teacher designed to elicit student interpretations, opinions, and questions. The purporse of study is to assess the effect of group discussion method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. Materials and Methods: The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study. Findings: The result of the regression analysis indicates that Demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05). Results showed significant positive relationship between discussion method and the performance of Mathematics students (r = 0.860; p= 0.000). Multiple linear regression analysis showed that discussion method contributed to 72% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Implications to Theory, Practice and Policy: The study recommended that Mathematics teachers should be trained and encouraged in the use of discussion teaching method and the framework for planning lessons and teaching mathematics in our secondary schools should be on group discussion teaching strategy. Moreover, it was also useful to enable learners to take part in discussion, reflection, feedback and to consolidate learning, clarify understanding and explore ideas and concepts.

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Section: Discussionmentioning

confidence: 76%

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Byiringiro

2023

AJEP

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“…Erichsen and Goldenstein (2011) explain that ‘adult educators come from a grand diversity of backgrounds and bring expertise and knowledge from a multitude of disciplines’ (p. 1). It is a permeable discipline that lends itself to interdisciplinary research (Groen & Hyland-Russel, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…It is a permeable discipline that lends itself to interdisciplinary research (Groen & Hyland-Russel, 2016). Interdisciplinary research promotes theory generation and fosters ‘critical, reflective, and problem-solving skills in the face of complex social problems’ (Erichsen & Goldenstein, 2011, p. 2). How might an existentially informed transformative educator help learners explore complex social problems?…”

Section: Discussionmentioning

confidence: 99%

Franklian Existentialism and Transformative Learning: Unlikely Co-Captains in Uncertain Times

McDonald

Perry

2023

Journal of Transformative Education

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Dimensional ontology is Viktor E. Frankl’s theory that contends humans are composed of their biological, psychological, and noological (spiritual) dimensions. Frankl maintains that it is in the noological dimension where humans freely choose their responses to the environmental, psychological, and biological conditions that befall them. Frankl’s humanistic existentialism is a pushback against depth psychology – which broadly is the belief that human behaviour can be ascribed to hidden motives such as drives, instincts, or the dictates of the unconscious. Some scholars have applied the ideas of Carl Jung, a depth psychologist, to their theorizing of transformative learning. Broadly, the aim of this conceptual paper is to chart new courses for scholars to explore spiritual and psychological aspects of transformative learning, more specifically, routes separate from depth psychology. It opens with brief reviews of humanism, existentialism, and depth psychology, before exploring how Franklian existentialism might enrich the already fertile and expansive terrain of transformative learning.

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“…Focusing on English Home (EHL) and First Additional Language (EFAL) to communicate experiences on working together could be viewed from the perspective of Soja and Lefebvre. Co-operative learning by adults is regarded as an area of neglect in the social sciences realm of research papers (Erichsen and Goldenstein 2011). Providing information on co-operative learning across different spaces is also an endeavour to enrich the growing corpus of information on group work.…”

Section: Discussionmentioning

confidence: 99%

Developing open source materials for foundation phase: Diverse spaces for collaboration

Moodley

Smith

Joubert

et al. 2016

SAJHE

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Determining a space for collaborative activities involves the creation of a unique space which encourages reciprocal learning and the creation of products that can benefit all participants. The aim of this article was to explore the experiences of group members in this collaborative space.The group consisted of lecturers from different Higher Education Institutions (HEIs) tasked to create quality open-source materials for teaching and learning Literacy in Foundation Phase at HEIs (coming together and work in one space) in the endeavour to connect and share collaboratively. Selected components of the theories of space suggested by Lefebvre and Soja were employed to explain the data which were gleaned through interviews with all participants in the group. This article makes two important contributions: firstly, it substantively presents a deeper understanding of the experiences of the group in collaborative work and secondly, through the use of a theoretical framework on space, offers insights into the nature of collaboration within diverse spaces.

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Fostering Collaborative and Interdisciplinary Research in Adult Education

Cited by 8 publications

References 38 publications

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Franklian Existentialism and Transformative Learning: Unlikely Co-Captains in Uncertain Times

Developing open source materials for foundation phase: Diverse spaces for collaboration

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