Pushing the boundaries of self-directed learning: research findings from a study of u.lab participants in Scotland

ABSTRACT

This article reports on the research findings from a qualitative study of adult learners in Scotland taking part in a u.lab MOOC. As a new phenomenon in adult learning, u.lab has been extremely popular yet, at present, there exists little empirical data about either the process or outcomes of the learning experience. This study aims to provide a starting point for further study of u.lab and other emergent trends in adult learning. Here, the accounts of 12 women and men participating in u.lab were analysed using a grounded theory framework. The inductive nature of this approach allowed us to build up a picture of participant experience. Of significance in the findings were participants’ relationship to course content, experience of learning in community and engagement in shaping the learning experience. We draw on Illeris’ model of the learning field to deepen our understanding of participant experience and to illustrate how the particular constellation of content, incentive and interaction dimensions of learning in u.lab creates a learning space where the possibility for self-direction and self-organisation is extended beyond existing practice.     

THE IMPORTANCE OF SOCIOEDUCATIONAL RELATIONSHIPS IN UNIVERSITY PROGRAMS FOR OLDER ADULT STUDENTS

ABSTRACT

In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process.     

Persons with Drug Addiction as Knowledge Providers: Their Contribution to Social Work Education

Social work students' stereotypical perceptions of excluded populations could be decisive in the way they treat those who are excluded. In an attempt to change such perceptions and enhance knowledge about how to work with an excluded population, a dialogue-in-class model was implemented between students of social work in Israel and persons with drug addiction. The experiences of 292 students were evaluated by utilizing a semi-structured instrument. The findings indicated the potential of this model (in which representatives of an excluded population are the knowledge providers) to expand and enrich the unidimensional and stereotypical way in which students may perceive persons with drug addiction. The participants drew implications for future practice with excluded populations. These included both the importance of coming to a fuller understanding of the unique difficulties and needs of each person and the necessity of overcoming barriers hindering connection with persons in excluded populations, thus reducing their sense of exclusion.     

Chinese and Australian Year 3 Children's Conceptual Understanding of Science: A multiple comparative case study

Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high, medium and low socio-economic status in Hunan Province, central south China (n?=?135) and three schools of similar socio-economic status in Western Australia (n?=?120). The students' understanding was assessed by a science quiz, developed from past Trends in Mathematics and Science Study science released items for primary children. In-depth interviews were carried out to further explore children's conceptual understanding of living things, the Earth and floating and sinking. The results revealed that Year 3 children from schools of similar socio-economic status in the two countries had similar conceptual understandings of life science, earth science and physical science. Further, in both countries, the higher the socio-economic status of the school, the better the students performed on the science quiz and in interviews. Some idiosyncratic strengths and weaknesses were observed, for example, Chinese Year 3 children showed relative strength in classification of living things, and Australian Year 3 children demonstrated better understanding of floating and sinking, but children in both countries were weak in applying and reasoning with complex concepts in the domain of earth science. The results raise questions about the value of providing a science curriculum in early childhood if it does not make any difference to students' conceptual understanding of science.     

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.     

Forthcoming events

Proprioceptive Neuromuscular Facilitation ‐ patterns and techniques D.E. Voss, M.K. Ionta and B.J. Myers. Harper and Row, Philadelphia, 1985 xxvi + 370 pp, £29.95, ISBN 0 06 142595 8

Science of Stretching M.J. Alter, Human Kinetics, Champaign, Illinois, 1988 xii + 243 pp, $26.00, ISBN 0 87322 090 0     

Identification of Accelerometer Nonwear Time and Sedentary Behavior

Abstract

This study was designed to investigate the swimming endurance trainability of smokers as compared to nonsmokers. Nonsmokers (N = 47) and smokers (N = 34) of college age were selected from intermediate swimming classes and timed while swimming distances of 100 yd. and 200 yd. prior to participation in an 8-week training program. After 4 weeks of training, swimming times were again recorded for these same distances. At the end of eight weeks, swimming times were taken for distances of 100, 200, and 400 yards. The mean changes of both smokers and nonsmokers during the pretraining to 4-week period, the 4-week to 8-week period, and the pretraining to 8-week period were all significant at the .05 level. However, no significant differences were found between the mean swimming times of smokers and nonsmokers for any of the pretraining, 4-week, or 8-week distances.