The Culture of Learning Continuum: promoting internal values in higher education

Sagy, Ornit; Kali, Yael; Tsaushu, Masha; Tal, Tali

doi:10.1080/03075079.2016.1174205

Cited by 16 publications

(8 citation statements)

References 22 publications

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“…Despite these limitations, the CLO Executive Education program experience illustrates how critically reflective blogging, a well-established instructional strategy, can be applied to a new audience of adult learners. As educators seek to infuse values-based learning into courses and programs for adults (Otter & Paxton, 2017; Sagy, Kali, Tsaushu, & Tal, 2018; van Bussel, Justice, Bang, & Damirón-Alcántara, 2018), the use of established approaches such as critically reflective blogging enable adult learners to step into a relatively safe space and regenerate the values-based aspects of learning. Renovation can serve as innovation.…”

Section: Discussionmentioning

confidence: 99%

Critical Reflection for Civic-Mindedness: The Executive Blog as “Regeneration Alcove”

Rooij

2019

Adult Learning

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This study explored the use of critical reflection blogs to integrate civic-mindedness into an executive education program at a large public university in the south Atlantic region of the United States. Although there is a robust literature on the use of blogs for critical reflection in degree programs, far less attention has been given to blogging in nondegree executive education programs. Participants ( n = 10) were senior executives participating in a nondegree preparatory program for an emerging C-suite role. Blog postings submitted over an 8-month period were analyzed using theory-driven content analysis to explore the extent to which reflective blogging contributed to the regeneration of civic-mindedness among well-educated, seasoned professionals. Study findings identified a variety of themes related to examining one’s own assumptions about civic-mindedness and how those themes could be translated into initiatives for organizational transformation. Study limitations and implications for other adult learning programs are also discussed.

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Section: Discussionmentioning

confidence: 99%

Critical Reflection for Civic-Mindedness: The Executive Blog as “Regeneration Alcove”

Rooij

2019

Adult Learning

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“…Researches are limited in the field of learning culture and management of student learning culture inside and outside the country. Research conducted in the field of learning culture has identified the dimensions of cultural differences (Hofstede, 1986), types of learning culture (Joseph, 2000;Patel & Patel, 2008), dimensions of learning culture (Euler, 2010), elements of strong school culture (Tichnor-Wanger et al, 2016), retrieving and promoting learning culture (Masitsa, 2005;Sagy, Kali, Tsaushu, & Tal, 2016) and components of learning culture (Osborn, Broadfoot, McNess, et al, 2003;Heo, Leppisaari & Lee, 2017). Some of them have described the state of the learning culture of the study population too (Lozano, 2017;Attaran & Abdoli, 2012;O'Brien, 1993).…”

Section: Original Articlementioning

confidence: 99%

“…Masitsa (2005) examines the role of school principals in restoring the culture of learning in secondary schools and, using interviews with effective school principals, discusses management strategies and practices that lead to a return to positive school culture. Sagy, Kali, Tsaushu, & Tal (2016) also examined ways to promote a productive learning culture in higher education and to describe students' learning culture using the synthesis of theoretical contexts, a conceptual framework as a basis for analysis, and provided data analysis. Through the gradual introduction of tools and activity structures in the learning environment, scholars have shown that students can be supported to develop a culture of learning based on values.…”

Section: Original Articlementioning

confidence: 99%

Conceptual Model of Managing Students' Learning Culture: Meta-synthesis Approach

Farajpour

Pourshafei²,

Borng³

2022

Iranian Evolutionary and Educational Psychology

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This study aimed to identify the components of managing student learning culture with an emphasis on the elementary course and to provide a conceptual model using Meta-synthesis and Fuzzy Delphi method. In the first stage, the components of managing student learning culture were identified by the metasynthesis method. The research community in this section included all valid qualitative researches related to managing learning culture, of which 10 of them were selected for final analysis based on regular searches in databases and based on the Critical Appraisal Skills Program. Data was coded at three levels: open, axial, and selective. The reliability of the coding was calculated using the Cohen Kappa formula of 0.81. According to the data analysis, the conceptual model of managing student learning culture was classified into 8 components of organizational policies, educational beliefs, academic skills, professional skills, learning supervision and control, social interactions, learning environment, and cultural barriers. In the next step, the conceptual model of managing students' learning culture was validated by the Fuzzy Delphi method. At this stage, the components and items of the conceptual model were set in the form of a 5-point Likert scale questionnaire and then provided to Delphi panel members to receive expert opinions. The research community in this section included professors and faculty members specialized in the field of learning culture, its management, and culture in education. Using the snowball sampling method, 13 people were selected as members of the Delphi panel. The results of fuzzy calculations showed that the de-fuzzy value for all questions is greater than the threshold (r = 3). As a result, the conceptual model of student learning culture management was approved. DP members agreed on the fact, that in general, the most crucial components for SLC management were learning environment and social interactions. These two components have the highest degree of importance and the components of organizational policies and learning supervision and control have the lowest degree of importance of all components. However, due to the complexity and multidimensionality of learning culture, it is necessary to pay attention to all components to manage SLC effectively.

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“…La libertad de elegir desde una conciencia formada, desde una toma de posesión del propio aprendizaje, crea el ambiente idóneo para que florezca el aprendizaje significativo a lo largo de toda la vida, aquel aprendizaje que nos permite activar, controlar y apropiarnos de nuestra propia historia (Ben-Horin et al, n.d.;Sagy, Kali, Tsaushu, & Tal, 2018;Sánchez-Maroño et al, 2014). Los maestros, por su parte, tienen la responsabilidad de coadyuvar, orientar y acompañar a los estudiantes en sus procesos de apropiación y el equilibrio de sus aprendizajes entre sus valores internos y los valores normativos propios de la sociedad.…”

Section: éTica Educación Y Tecnologíaunclassified

Pedagogías emergentes en ambientes virtuales de aprendizaje

Aparicio-Gómez¹,

Ostos-Ortiz²

2021

RIPIE

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Las pedagogías emergentes hacen su aparición en el escenario de los ambientes virtuales de aprendizaje en tiempos de gran incertidumbre. Las pedagogías emergentes apoyan el proceso educativo de las personas principalmente por medio de la promoción del aprendizaje continuo con tecnología y recursos educativos abiertos ante de grandes volúmenes de información y en contextos de redes de comunicación. Las metodologías activas para el aprendizaje coadyuvan en la gran labor de educar a partir de iniciativas provenientes de diversos lugares del mundo; así, el design thinking para resolver problemas, el llamado teachback para aprender a través de la conversación, el flipped learning para el acompañamiento y la independencia, la gamification para aprender a través de juegos y las social media para el aprendizaje en red, se hacen cada vez más recurrentes en las prácticas pedagógicas. Por otra parte, la evaluación de los aprendizajes comienza a considerar cada vez más la relevancia de las analíticas de aprendizaje, el blockchain, así como las insignias para acreditar el aprendizaje, en un contexto de evaluación discreta y formativa. Finalmente, las consideraciones éticas en torno al uso y la apropiación de las TIC en educación se hacen cada vez más necesarias para establecer los nexos entre pedagogía y tecnología; de esta manera, el aprendizaje basado en el contexto y, por lo tanto, también situado en el contexto de las historias personales, otorgando especial prevalencia al aprendizaje desde las emociones y los valores, requiere de todos los actores del proceso educativo que se acompañe el proceso de los niños y jóvenes desde una adecuada construcción del conocimiento desde una correcta argumentación en torno a sus intereses y necesidades.

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The Culture of Learning Continuum: promoting internal values in higher education

Cited by 16 publications

References 22 publications

Critical Reflection for Civic-Mindedness: The Executive Blog as “Regeneration Alcove”

Critical Reflection for Civic-Mindedness: The Executive Blog as “Regeneration Alcove”

Conceptual Model of Managing Students' Learning Culture: Meta-synthesis Approach

Pedagogías emergentes en ambientes virtuales de aprendizaje

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