Facilitating team learning through transformational leadership

This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts TLB better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the team.     

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.     

‘Teach as you preach’: the effects of student‐centred versus lecture‐based teaching on student teachers’ approaches to teaching

This study investigates the effects of teaching and learning environments on student teachers’ approaches to teaching and compares a lecture‐based setting to a student‐activating teaching environment, in which self‐discovery learning by means of authentic tasks is central. Data collection (N = 852) was obtained by a pre‐test/post‐test design including the Approaches to Teaching Inventory. Though student teachers’ approaches changed significantly, the direction is only consistent with the assumption that the student‐activating experiences push students towards conceptual change/student‐focused approaches; however, not away from information transmission/teacher‐focused teaching. In fact, students’ approaches to teaching at the start of the experiment are important predictors of their scores after they followed the course on child development under both conditions. Moreover, student teachers’ changes in approaches to teaching tend to be affected by variables such as performance, academic self‐esteem, perceived workload and students’ changes in approaches to learning: variables that operate in distinct ways for diverse categories of approaches and work differently in both settings. In addition, the willingness of students to teach in the way they have been taught is not as straightforward as might be expected. Although several students became convinced of the use of the teaching methods in the experiment for their own practice, the majority of students demonstrate reflective practices, make critical judgements, formulate terms or suggest amendments to the teaching methods before simply adopting them for their own future pupils.     

Students’ assessment preferences, perceptions of assessment and their relationships to study results

The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into the effects of these on their performances when different assessment formats are used, and into the different cognitive process levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API) which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible, assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed that matched those measured by the assessments. Several explanations are discussed.     

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

This study focused on the relationships between experiences with portfolio assessment, students’ approaches to learning and their assessment preferences by means of a pre- and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor’s degree students in office management. They were assessed by means of portfolio assessment in a course that combined constructivist design principles and lectures. Approaches to learning and assessment preferences were measured by means of the Revised Two-Factor Study Process Questionnaire and the Assessment Preferences Inventory. Results showed that students’ preferences for student participation in examination and for permanent evaluation decreased significantly. Moreover, deep approaches were not enhanced. On the contrary, surface learning increased significantly. Notwithstanding, the surface approach proved to be a significant negative predictor of the portfolio assessment score.     

Students’ experiences with contrasting learning environments: The added value of students’ perceptions

This study investigated the effects of two contrasting learning environments on students’ course experiences: a lecture-based setting to a student-activating teaching environment. In addition, the evaluative treatment involved five research conditions that went together with one of four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice testing. Data (N = 608) were collected using the Course Experience Questionnaire. Results showed that the instructional intervention (i.e. lectures versus student-activating treatment) influenced students’ course experiences, but in the opposite direction to that expected. In declining order, the following scales (5 out of 7) revealed statistically significant differences: Clear Goals and Standards; the General scale; Appropriate Workload; Good Teaching; and Independence. Moreover, when the assessment mode was considered, also the Appropriate Assessment scale demonstrated significant differences between the five research conditions. Moreover, the same teaching/learning environments led to diverse students’ perceptions. While the perceptions of lecture-taught students were focused and concordantly positive, students’ course experiences with student-activating methods were widely varied and both extremely positive and negative opinions were present. Students’ arguments in favour of the activating setting were the variety of teaching methods, the challenging and active nature of the assignments and the joys of collaborative work in teams, whereas students expressed dissatisfaction with the perceived lack of learning gains, the associated time pressure and workloads, and the (exclusive) use of collaborative assignments and related group difficulties.     

Validation of the SenseWear Armband in different ambient temperatures

This study examines the validity of the SenseWear Armband in different temperatures using the old (SenseWear v2.2) and newest version of the algorithm (SenseWear v5.2) against indirect calorimetry (IC). Thirty-nine male and female students (21.1 ± 1.41 years) completed an exercise trial in 19°C, 26°C and 33°C consisting of 5 min standing followed by alternating walking/running at 35% and 65% of their maximal oxygen uptake. The accuracy of the algorithms was evaluated by comparing estimated energy expenditure (EE) to IC using a mixed-model design. No difference was reported in EE between the different temperatures for IC. Both algorithms estimated EE significantly higher when exercising at high intensity in 33°C compared to 19°C. Compared to IC, SenseWear v2.2 accurately estimated EE during standing and light intensity exercise but underestimated EE when exercising in a hot environment and at high intensity. SenseWear v5.2 showed a difference when exercising at high intensity in thermoneutral and warm conditions. The new algorithm improved EE estimation in hot environments and at high intensity compared to the old version. However, given the inherent inaccuracy of the EE estimates of SenseWear, greater weight should be given to direct monitor outputs rather than the ability of a monitor to estimate EE precisely.     

The Learning Intention of Low-Qualified Employees: A Key for Participation in Lifelong Learning and Continuous Training

In our continuously changing society, a need for updating one’s skills and knowledge puts pressure on safeguarding the labour market position of low-qualified employees. However, prior research and official statistics show that employees with a lower level of education tend to participate less in training than highly-educated individuals. This limited participation is associated with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of the stepwise regression showed that self-directedness, financial benefits, self-efficacy, and autonomy were significant positive predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract had the lowest intention to learn.     

Towards an equilibrium model for creating powerful learning environments. Validation of a questionnaire on creating powerful learning environments during teacher training internships

Recently, many insights have been gained into how to create powerful learning environments. The goal of learning how to teach in this way has important consequences for teacher training. Firstly, scholars indicate the necessity to work out a theoretical framework for the student‐teachers which is sufficiently complete, but still manageable, and which is operationalised into concrete educational approaches. The current article presents such a framework, based on a literature study. Key teaching activities were described by means of 13 dimensions. Aiming at a gradually more complex model for use in teacher education, these dimensions were summarized in a model with four interconnected main dimensions. Possible conflicts between the instructional activities of the four main dimensions were indicated. Teachers have to search for appropriate balances within these dilemmas. The whole is conceptualized as an ‘equilibrium model for creating powerful learning environments’. Secondly, based on this framework, instruments could be constructed which facilitate research into approaches within teacher training which encourage learning how to teach in this way. A questionnaire to evaluate the degree of creating powerful learning environments during internships was, therefore, constructed and validated. Analyses indicate a suitable degree of reliability and validity. Furthermore, a confirmatory factor analysis indicates that the assumed theoretical structure was reflected by the experimental data.

Récemment, nos connaissances au sujet de la création d'environnements d'apprentissage puissants se sont largement développées. L'objectif d'apprendre à enseigner de cette façon a d'importantes conséquences pour la formation des enseignants. En premier lieu, les professeurs spécialisés insistent sur la nécessité de réaliser un encadrement théorique pour les enseignants en formation qui soit suffisamment complet, mais encore flexible, et qui se traduise opération‐nellement en approches éducationnelles concrètes. Cet article présente une structure d'encadrement, sur base d'une étude de la littérature. Les activités fondamentales d'enseignement ont été décrites en utilisant 13 dimensions. Dans le but de construire un modèle graduellement plus complexe dans l'éducation de l'enseignant, ces dimensions ont été résumées dans un modèle avec quatre dimensions principales interconnectées. Des conflits possibles entre les activités d'enseignement des quatre dimensions principales ont été identifiés. Les enseignants doivent rechercher des balances appropriées entre ces dilemmes. L'ensemble est conçu comme un ‘modèle d'équilibre pour créer des environnements d'apprentissage puissants’. En second lieu, sur base de cet encadrement, des moyens pourraient être mis en place pour faciliter la recherche dans les approches de la formation des enseignants pour encourager une manière d'enseigner appropriée. En conséquence, un questionnaire a été élaboré et validé pour évaluer le niveau de création d'environnements d'apprentissage puissants pendant les stages de formation. Les analyses montrent un degré approprié de confiance et de validité. De plus, une analyse factorielle confirmatoire montre que la structure théorique supposée est confirmée par les résultats expérimentaux.

Recientemente hemos ganado criterio en la creación de entornos de aprendizaje fuertes. Aprender como enseñar de esta manera tiene consecuencias importantes para el entrenamiento de profesores. En primer lugar investigadores indican que es necesario que se elabore una teoría bastante completa, pero realizable para los profesores estudiantes tambien, y convertido en actividades concretas de enseñanza. El artículo actual representa tal marco, basado en un estudio literario. Actividades clave de enseñanza se describen en 13 dimensiones. Para llegar a un modelo gradualmente más complejo que se utiliza en la educación de profesores, hemos resumido estas dimensiones en un modelo con cuatro dimensiones principales interconectadas. Conflictos posibles se indicaban entre las actividades de instrucción de las diferentes dimensiones (principales). Profesores tienen que buscar un equilibrio apropiado dentro de estos dilemas. Como concepto global podemos hablar de ‘un modelo equilibrio para crear entornos de aprendizaje fuertes’. En segundo lugar podríamos construir instrumentos basados en este teoría, que facilitan el estudio de planteamientos en el entrenamiento de profesores que pueden estimular a aprender como debe enseñar de esta manera. Por eso, hemos construido y validado un cuestionario que evalúa la creación de entornos de aprendizaje fuertes durante clases de práctica. Análisis indican que hay bastante fiabilidad y validez. Además un análisis factorial consolidado indica que la estructura teórica supuesta se apoya en datos experimentales.

In letzter Zeit sind viele Untersuchungen bezüglich der Kreation erfolgreicher Lernumgebungen gemacht worden und neue Erkenntnisse gewonnen worden. Das Ziel, um diese Untersuchungen in der Wirklichkeit umzusetzen, hat wichtige Folgen für das Trainingprogramm des Lehrers. An erster Stelle weisen Forscher auf die Notwendigkeit eines vollständigen theoretischen, aber für die Studente jedoch noch immer verständlichen, Rahmen auszuarbeiten, der in deutlich fassbare didaktische Vorgehensweisen umgesetz wird. In dem nachstehenden Artikel wird einen solchen Rahmen, basiert auf eine literarische Studie, beschrieben. Die wichtigsten Aktivitäten eines Lehrers werden in 13 Dimensionen beschrieben. Ziel ist um schrittstufenweise einen mehr komplizierten Modell in Lehrerprogramme zu verwenden; die 13 Dimensionen sind daher in einem Modell mit 4 gegenseitig zusammenhangenden Hauptdimensionen zusammengefasst worden. Mögliche Gegensätze zwischen den didaktischen Aktivitäten der unterschiedlichen Hauptdimensionen wurden angedeutet. Zukünftige Lehrer haben als Aufgabe ein Gleichgewicht zwischen diesen Dilemmen zu finden. Das Ganze wird als ‘ein balanziertes Modell für die Entwicklung erfolgreicher Lernumgebungen’ konzeptualisiert. Mit dieser Theorie in Gedanken können Untersuchungsinstrumente entwickelt werden, die nachweisen, wie ein bestimmtes Verfahren im Lehrerpprogramm die Studente motiviert, um in dieser Weise Unterricht zu erteilen. Es wurde ein Fragebogen aufgearbeitet und validiert, um den Grad in der Entwicklung erfolgreicher Lernumgebungen während eines Lehrerpraktikums zu evaluieren. Verschiedene Analysen haben eine ausreichende Zuverlässigkeit und Validität nachgewiesen. Weiterhin hat eine bestätigende Faktoranalyse nachgewiesen, dass der vorausgesetzte theoretische Struktur durch experimentelle Daten wiedergegeben war.