34 research outputs found
HIGHER EDUCATION LECTURERS’ SUPPORT/ASSISTANCE IN STUDENT LEARNING: STUDY CASE OF LITHUANIAN HIGHER SCHOOLS
Get PDFThis article analyses a number of aspects of lecturers’ support/assistance in student learning. Empirical study reveals support/assistance, provided by lecturers, that is focused on: development of interpersonal relationships, informing, facilitation of learning/studies, regulation of relations, modelling of learning/study activities and behaviour, a vision of student learning, student activities. The above listed aspects of support/assistance might serve as a particular performance indicator for some of lecturers in this field, so as to provide a real and effective help and assure a quality of learning and studies
SOCIOKOGNITYVINIS KONFLIKTAS KAIP UGDANTYSIS VEIKSNYS SUAUGUSIŲJŲ MOKYMOSI SITUACIJOJE
Get PDFThis theoretical article is aimed to analyse a socio-cognitive conflict as an educational factor in the context of adult learning and education. For a long time, the socio-cognitive conflict had been considered a negative factor in a learning or study process. Actually, a positive attitude toward the aspect was formed as late as in recent decades – thenceforth, a socio-cognitive conflict was claimed to be a positive phenomenon where a teacher or an andragogue is able to provide appropriate assistance in this case, he/she knows how to handle it, to make it a learning incentive, an epistemological source of new knowledge and social representations.An analysis of a socio-cognitive conflict might help to provide a more thorough answer to the following problematic issue: how to perceive and explain the idea of a socio-cognitive conflict, its educational importance in the context of adult learning and education? The article is not aimed to find answers to all problematic issues which, though, allow posing a scientific problem of the article: what does a socio-cognitive conflict mean as an educational factor in the context of adult learning and education? Thus, an object of research has been a socio-cognitive conflict in the context of adult learning. The goal of the article is to study a socio-cognitive conflict which performs a function of an educational factor. When writing the article, the following research methods were applied: analysis of scientific literature for revealing a concept and idea of a socio-cognitive conflict; meta-analysis – for reviewing the findings of previous studies in this field.The article consists of two parts: the first part deals with a concept of a socio-cognitive conflict, the second – with its significance, where the latter is treated as a source of adult learning and an educational factor. The analysis of scientific literature suggests that a socio-cognitive conflict (SCC) in the context of adult learning and education is a destabiliser of a learning process that arises in the process of cognition through interaction with other people as a result of different social representations, attitudes toward facts, phenomenon, object, information, existing knowledge, and other confrontations.The phenomena of SCC and cognitive conflict mechanisms are identical, though, differ in the context of social interaction which is not always inherent in a cognitive conflict.SCC is considered an educational and learning factor under the following conditions only: asymmetry of social relations (e.g., a different social-occupational status) scarcely ever creates favourable conditions for SCC solutions, while the SCC does not become an educational and learning factor. This is especially true of hierarchical relationships, where SCC is resolved solely on the basis of mutual relations, rather than a cognitive problem. Such an SCC decision is inappropriate since it only emphasises, for example, a teacher’s status or underlines a connivance of students;intensity of socio-cognitive relations (majority-minority opinions) may have a positive impact on learning if account is taken of a positive verbal and nonverbal communication and the weight of the arguments put forward;features of social affective interaction are: an emotionally secure and positive (as well as learning) environment for solving the SCC, which is safe from interpersonal stains. Participants in social interaction, in case of SCC and provision of assistance, must have provisional positive cognitive and social skills for solving SCC and other learning issues.Adult learning and educational situations are often complex, ambiguous, involve not only a socio-cognitive conflict, but also identities of andragogues, adult learners, personal motivation, interpersonal relations, existing social representations, etc. It is, therefore, assumed that the above theoretical insights presume further empirical narrative studies in this field to disclose the experience of adult education players (andragogues, teachers, students, adult learners, etc.), their social representations upon coming through a social conflict as an educational and learning factor, in much more detail.DOI: http://dx.doi.org/10.15181/andragogy.v8i0.172
A SUPPORTIVE LEARNING ENVIRONMENT, THE CREATION OF IT AS AN EDUCATIONAL FACTOR: AN ANALYSIS OF TEACHERS’ AND STUDENTS’ ATTITUDE
Get PDFThis article presents a study, an analysis of teachers’ and students’ attitude toward the concept of a learning environment, elements of the development of it, the accountability for creating a supportive learning environment, by revealing an educational effect of it on student relationships and on outcomes of studies and learning. The research is aimed to answer the main problematic question: how do teachers and students perceive a learning environment, its elements, the creation, accountability for a supportive learning environment, what kind of educational effect may it have? The article consists of an introduction, study design, research results, conclusions, and references. The empirical study shows that teachers and students have quite a clear understanding of the concept of a learning environment, however, both groups under study (teachers and students) construe various learning environments, elements of their creation, accountability of actors for creating and maintaining the environments in a different way. In spite of some differences in attitudes of teachers and students, both groups of respondents acknowledge the fact that a learning environment has an educational effect on interrelationships of students, outcomes of learning and studies. It has to be assumed that observations made in this research can be used in the teaching practice so as to better understand contemporary students, relationships between teachers and students, as well as the formation of students’ positive attitudes toward learning activities and communication.
Professional integration of university faculty in terms of organisational culture and transition of professional identity
No full textThis article analyses theoretical insights and empirical findings of university faculty’s professional integration. The first part of the research delves into the changes in attitudes and behaviour of university faculty; the second part highlights the factors of teachers’ professional integration in terms of the interiorisation of organisational culture, transition of professional identity. Different approaches to studying the professional integration allows to analyse and then to plan the beginning of a university lecturer’s careers, upon revealing the fact that the career readiness, becoming a professional is not limited only to the knowledge and competencies of any discipline or science. A successful professional integration needs other elements that are important as well. They include the understanding of academic activities, knowledge and performance of various roles by the university faculty, interiorisation of university norms and values, as well as the construction and reconstruction of professional identity.</jats:p
Teacher support help learners sketch
No full textStraipsnyje keliais aspektais analizuojama dėstytojų teikiama parama / pagalba besimokantiems studentams. Atliktas empirinis tyrimas atskleidžia dėstytojų teikiamą paramą / pagalbą, orientuotą į tarpusavio santykių vystymą, informavimą, mokymosi / studijų veiklos palengvinimą, santykių orientavimą, mokymosi / studijų veiklos, elgsenos modeliavimą, studento mokymosi, studijų veiklos viziją. Išvardyti teikiamos paramos / pagalbos aspektai gali tapti tam tikru šios srities dėstytojų veiklos eskizu, užtikrinančiu realią ir efektyvią pagalbą bei mokymosi ir studijų kokybę. Reikšminiai žodžiai: Aukštojo mokslo didaktika; Aukštosios mokyklos dėstytojas; Parama / pagalba; High school teacher; Higher education didactics; Support / helpSupport, assistance for learning student is not an one-off measure, but a creative area of activity that helps to change forming new attitudes and behavior, invites to review the mental maps, world’s understanding, cognition, concept, vision. No outside knowledge and provisions to be imposed into learning student, but he should be taught to learn himself and solve raised problems, applying various learning strategies that are defined as a totality of actions and methods that determine a choice of technique, learning material, didactic situations according to the object of the learning purpose. However, there has been not enough comprehensive research carried out in Lithuania on the subject so far. Thus, there has been the scientific problem presupposed: how and by what means the lecturer’s support / assistance to learning students is expressed in different academic context? The purpose of the research – theoretically analyze and empirically reveal the aspects of lecturer’s support / assistance to learning student. To implement the purpose of the research, the problematic questions are foreseen. The main results of the research. After the analysis of the carried out theoretical insights and basing on the results of the empirical research we may state that lecturer’s support / assistance that focuses on the interpersonal relationships’ development, according to lecturers and students, are to be improved. This statement may be illustrated by the numbers: the average of lecturers’ estimates – 36,28 and students’ – 21,85 out of 50 (as total). Lecturer’s support / assistance that focuses on the informing is not sufficient as, after analyzing the research data, the average of lecturers’ estimates – 34,71 and students’ – 18,28 out of 50 (as total). Lecturer’s support / assistance that focuses on the relationship regulation meets the criteria as lecturers’ estimates are 44,57. However, getting deeper into the students’ estimates (22.00) we may see the very different attitude when students’ expectations are not met by their lecturers’ support / assistance activities. Lecturer’s support / assistance that focuses on the modelling of the learning / studies activities, behavior basically meets the set criteria as lecturers’ estimates’ average is 23,00 (out of 55). However, the students’ estimates (10.71 out of 55) show that support / assistance activities focusing on the modelling of the learning / studies activities, behavior do not meet students’ needs. Lecturer’s support / assistance that focuses on the vision of student’s activities should be improved as well as the lecturers’ estimates are 38,14, students’ – 18,14 out of 50. The difference in lecturers and students’ opinion shows that the provided field of support / assistance is not completely filled by lecturers’ behavior
The structure of social representation of academic staff activities and its dynamics: student views.
No full textThe article consists of the introduction and two parts, conclusions and references. Introduction emphasizes that social representations are a dynamic structure able to change and develop. This approach to social representations is not new, however, there is still a lack of research to analyze the dynamics of social representations today. No Lithuanian studies on the structure and dynamics of lecturers’ social representations are found. It has implied the scientific problem: what constitutes central and peripheral elements of social representation of lecturers’ activities, which determines the dynamics of the of structure representations? The subject of study – social representation of lecturers’ activities in view of undergraduate programme students of Klaipėda University. The goal of study is to reveal the structure of social representation of lecturers’ activities (central and peripheral elements of the system) and its dynamics. Thus, two main study questions are raised: What constitutes central and peripheral elements of social representation of lecturers‘ activities in view of survey participants (undergraduate programme students of Klaipeda University)? How does the variable of source credibility determine the structure of social representation and its dynamics in repeated survey? What does the dynamics of lecturer activities representational elements depend on? The first part of the article provides a theoretical framework of social representations and the dynamics insight and research methodology, the second one – presentation and discussion of findings. [...]
SOCIO-COGNITIVE CONFLICT AS AN EDUCATIONAL FACTOR IN ACQUIRING NEW KNOWLEDGE AND SOCIAL REPRESENTATIONS: PUBLIC HEALTH STUDY CASE
Get PDFThis article is aimed to analyse socio-cognitive conflict as an educational factor in the context of learning and education. For a long time, socio-cognitive conflict had been recognised as a negative factor in a learning or study process. Actually, a positive attitude toward the phenomenon was formed as late as in recent decades – thenceforth, socio-cognitive conflict is claimed to be a positive phenomenon provided that a teacher is able to and knows how to control it, so that to make it a learning incentive, an epistemological source of new knowledge and social representations. The analysis of socio-cognitive conflict and a study of students’ and teachers’ attitudes might help to provide a more comprehensive answer to the following problematic questions: how to perceive and explain the idea of socio-cognitive conflict, its educational importance in the context of learning and education? What are the conditions for a positive solution of socio-cognitive conflict? What is the role of socio-cognitive conflict in a learning or study process? Thus, a goal of the article is to reveal the essence of socio-cognitive conflict and aspects of control thereof in the learning situation from the point of view of students and teachers. The article consists of two parts: the first part addresses a theoretical discourse of the concept of socio-cognitive conflict, and the second part is dedicated to empirical research, i.e., study of an attitude of teachers and students toward the socio-cognitive conflict as a source of new knowledge and social representations.
DĖSTYTOJŲ VEIKLOS SOCIALINĖS REPREZENTACIJOS STRUKTŪRA IR JOS DINAMIKA STUDENTŲ POŽIŪRIU
No full textGeneracija: tarp kasdienio mito ir socialinių mokslų: Acta Academiae Artium Vilnensis
No full textTranslated from "Continuité et discontinuité: vivre sa génération", in Eric Landowski, Société réfléchie (Paris: Seuil, 1989) (the title of the chapter has been changed in the translation in agreement with the author).
Translated from French by Modestas BakasTranslation checked, foreword and comments by Nijolė KeršytėVersta iš „Continuité et discontinuité: vivre sa génération“, in Eric Landowski, Société réfléchie (Paris: Seuil, 1989) (skyriaus pavadinimas verčiant pakeistas suderinus su autoriumi).
Iš prancūzų kalbos vertė Modestas BakasVertimą tikrino, įžanginį žodį ir komentarus parašė Nijolė Keršyte
