The relationships between emotional competence and team learning behaviours

This study provides a systematic review on the relationships between emotional competence and team learning behaviours, with 32 studies identified as addressing these relationships within teams whose team members are interdependent in the fulfilment of their work tasks and goals. By examining the selected studies' findings, positive relationships between emotional competence and its dimensions and various team learning behaviours were identified. Focussed on emotional competence, the perception of own emotions and others’ emotions supports teams and their members by recognising the emotions that surface during teamwork, while emotional management helps teams deal with these emotions. Although emotional expressiveness as a fourth dimension hardly has been investigated, it plays a key role and is essential to the perception of emotions in a team. Expressing, perceiving and dealing with emotions within a team enables teams and their members to work openly with each other, share and create knowledge, reflect upon teamwork and discuss constructively with each other instead of against each other. Considering the different levels of measurement and analysis, this systematic review provides an in-depth insight into the relationships between emotional competence and team learning behaviours and identifies research gaps such as implications for methodological and future research as well as practical implications for organisational practitioners and teams.     

Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches

Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken.     

高校学生工作队伍的标杆学习流程

高校学生工作队伍依赖社会发展的资源结构的变迁必然会引发管理方式的变革。本文提出高校学生工作队伍标杆学习的内涵、作用,结合目前国内企业引进国外先进标杆学习的优秀实践模式,描述了高校学生工作队伍标杆学习流程,旨在提升高校学生工作队伍核心竞争力。     

Student activity and learning outcomes in a virtual learning environment

The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the course material in discussion groups focusing on the lectures, quizzes and students’ own notes. Each student’s data recording of activities and individual participation in discussion in the online course was analysed in order to assess which activities predicted learning outcome. Higher course grades were associated with studying the course material frequently and also with regular participation in reading postings and replying to them. There were no connections between learning outcome and the students’ original contributions to the discussion forums. There were no statistically significant differences between male and female students in how they utilised the various components of the learning material.     

Modelling the influences on learning outcomes of study processes in university mathematics

The field trialling of inventory scalesreflecting variation in students' mathematicsstudy and learning processes is described.These scales predict learning outcomes (finalmarks), but with differentiated patterns ofrelationship to those outcomes. In combination,the scales also detect cohorts of students atrisk of study failure. The work reported is inthe broader context of developing anindividual-differences-based model of studentlearning. Although this model is sitedspecifically within mathematics learning, themethodology of its development is transferableto other discipline contexts. The trialledscales complement others already developed thatreflect affective variation in students'mathematics study.     

The effect of team feedback and guided reflexivity on team performance change

Providing teams with feedback has been forwarded as a powerful practice to improve their learning and performance. Yet, this learning potential may not be realized unless teams actively process this feedback by stepping back from their team activity, building plans, and ultimately putting them into action. In an experimental study (N = 212 undergraduate students), we compared the effects of team-level feedback with or without an intervention prompting shared reflection on the feedback (i.e., guided reflexivity) to a no feedback control group on team performance growth. The results showed that only the combination of team performance feedback and guided reflexivity lead to performance change, at the beginning of team activity. These findings suggest that prompting feedback processing at an early stage of collaborative work has the power to help teams benefit from their past experiences and improve performance.     

The outcomes and impacts of everyday learning

This article examines the effects of synthesising existing theoretical approaches to understanding the effects of adult learning. The paper focuses on aspects of the findings of a small Australian research project that explored the significance of everyday learning in people’s lives. One key part of the research involved examining and synthesising two key approaches for understanding the effects of adult learning with another, different approach and then applying this to the collected snapshots of six people’s everyday lives. In the paper it is argued that this application of a synthesised framework to the participant’s stories was able to reveal more of the complex and interconnected nature of the effects of the participant’s everyday learning than either of the two original approaches on their own. This research is significant for two key reasons. Firstly, the findings of the research suggest that the effects of adult everyday learning are more complex and further reaching beyond the individual than previously established. Secondly, the work can be seen as a demonstration of the benefits of a synthesised approach to adult learning that seeks inclusivity, breadth and depth in understanding, thus contributing to the growing body of work, and understandings of adult learning.     

Experiences from employees with team learning in a vocational learning or work setting: A systematic review of qualitative evidence

This qualitative evidence synthesis aimed to integrate findings on the experiences of employees with team learning in the context of their work or vocational learning setting. The meta-aggregative approach to qualitative evidence synthesis was used to summarize the findings from original research papers in which the experiential level of employees was investigated. The findings suggest that employees learn for different reasons and in different ways. Three major lines of actions for practice and policy were developed from the synthesis. A first advice is to stimulate communication, boundary crossing and knowledge sharing and establish an enabling learning environment that triggers positive factors for team learning. Secondly, it is important to analyse the authority structures that influence the relationships within a team, minimise the power inequalities that flow from hierarchical differences, and support and enable team leaders to influence the power differences inside their team. Finally, it is recommended to try to recognise the authenticity, the commitment and devotion of employees toward team learning, to stimulate but not to intervene in the natural process of team learning, and to consider the place of reflection and action in this process.     

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).     

Quality of learning outcomes in an online video-based learning community: potential and challenges for student teachers

This study investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Data were drawn from the student teachers' written comments and feedback recorded in the VBLC and the post-course interviews. Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of comments and feedback were classified as uni-structural, but more sophisticated responses could also be found. The interviews revealed that the student teachers benefited from the opportunities of peer interaction and self-reflection. The study thus makes suggestions for further improvement of the operation of the VBLC.     

Perspectives of lifelong education in Portuguese higher education: a critical analysis of learning outcomes

ABSTRACT

Nurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome.     

Civic learning outcomes: a step towards an inclusive higher education

An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good.     

Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance

This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.     

A longitudinal comparison of learning outcomes in full-day and half-day kindergarten

In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N?=?592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children’s self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten.     

Behind the acquisition metaphor: conceptions of learning and learning outcomes in TLRP school-based projects

Using Sfard's distinction between acquisition and participation metaphors as an organizing principle, the twelve school-based projects within the TLRP programme were overwhelmingly judged by the Learning Outcomes Thematic Group as belonging to the acquisition metaphor. In essence, this article advances the initial analyses in two directions: (1) it reconsiders the projects from the point of view of conceptions of learning rather than metaphor and (2) it analyses outcomes from the point of view of a distinction that is particularly pertinent to notions of acquisition and participation—knowing that v. knowing how. The reason is simple—to keep the spotlight on the widest range of learning and learning outcomes that is being researched in the programme and to avoid blurring differences that might be important for curriculum planners, for teachers and for assessment. In the final section, some general implications for assessment in classrooms are briefly discussed.     

Limitations of levels, learning outcomes and qualifications as drivers towards a more knowledge-based society

National （and European） qualifications frameworks, the specification of learning outcomes and grand targets like the Lisbon goals of increasing the supply of graduates in Europe in order to achieve a more knowledge-based society are all predicated upon the idea of moving people through to higher and well-defmed levels of skills, knowledge and understanding. However, the work of researchers, from the UK＇s Teaching and Learning Research Programme （TLRP）, examining work-related learning from a number of perspectives, would suggest that the way to move towards a more knowledge-based society is for as many people as possible, whatever their supposed highest overall ＂level＂ of skills is, to believe that they should develop their skills, knowledge and competence in a number of ways unrelated to their current highest ＂level＂. This means rather than having an essentially binary conception of competence at the heart of the levels, it would be far more beneficial in inducing the frame of mind required of a knowledge-based society to have a developmental view of expertise. Such an approach can address three particular challenges that a ＂levels＂ approach f＇mds difficult to accommodate. First, there is the issue of transfer-there would be an expectation that graduates would be some way from ＂experienced worker standard＂ when they completed their initial training. Secondly, such an approach could provide the conditions in which a commitment to continuous improvement at work could flourish, as most people would believe that they needed to develop in a number of ways （at a range of ＂levels＂） in order to improve their performance. Thirdly, this approach of continuing to expect people to continue to develop a range of skills would offer some protection against the development of ＂skilled incompetence＂ （where organisations and individuals continue to focus upon what they do well without paying due regard to the future）.     

Cooperative learning and team culture in schools: Conditions for teachers’ professional development

The study done in Slovenia examined grammar and elementary teachers’ perceptions of cooperative learning. The sample consisted of 542 Slovene elementary and grammar school teachers, who teach Slovene. The main question of the research was how teachers assess the value of group learning in comparison to individual forms of learning. From their perceptions, we can draw conclusions about their development, the introduction of group work within lessons and about the encouragement of pupils towards collaborative learning. The main finding of the research is that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when teachers are grouped according to their years of experience (seniority), there are differences in their assessment of group learning. However, it is not possible to get a linear pattern from the results (e.g. showing that years of experience do or do not contribute to the perception of the importance of group learning), a finding which supports the critical opinion that teachers’ experience depends not only on the quantity (years of experience), but also on the quality of experience.