Relationships among individual task self-efficacy,self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with self-reports administered during each subtask. Learning strategies were assessed by counting each instance of strategy use as it occurred in peer-to-peer conversations typed into a computer software system. Results showed that for each subtask, learners with higher task self-efficacy had higher task performance. Those who used more learning strategies on each subtask also had higher performance. In turn, high performance was associated with high self-efficacy on subsequent subtasks. Surprisingly, results showed that task self-efficacy and learning strategy use were not significantly related during any subtask. Overall, results imply that task self-efficacy, learning strategy use and past performance are important predictors of task performance.     

Teaching compassionate research in a global classroom

This essay challenges conventional understandings of how research methods courses are taught in the social sciences and the humanities. Currently, students in American Universities are trained in techniques on how to conduct and disseminate research. While these skills are essential, we argue that, as educators, we need to teach students to recognize that the research process does not simply entail method, logic and reason. It begins with the self and with the assumption that emotions have a place in higher education. By using what we call Compassionate Research as a model, we contend that our humanity becomes the point of entry into the world of research. This pedagogical model relies on three interconnected principles, namely the abilities to question, self-question, and empathize. Its implementation in the classroom helps to foster culturally sensitive research and to promote self-awareness that translates into meaningful interactions with our communities.     

Socio-Economic Profile of Shopkeepers in Embedded Markets: Social and Cultural Perspectives From a Hundred Years of Bengali Literary Works

Retailing, in the context of developing economies, has been claimed to be a social practice. A review of fictional literature from the ethno-linguistic region of Bengal may enhance our understanding of the social and cultural history of independent retailing. The evidence from social sciences shows that most retail markets in the economically less developed countries function in similar ways. Such a similarity in social structures may be explained using the concept of embeddedness. This article identifies the history of socio-economic roles of rural unorganised retailers in the embedded markets of developing economies through the discourse analysis of Bengali fictional literature.     

Rethinking e-learning support strategies

This paper discusses an e-learning support team model developed as part of a new e-learning strategy within a tertiary education polytechnic. Based upon a community of practice model, the e-Team supports the establishment of e-learning and m-learning (mobile learning) throughout the institution as a catalyst for the adoption of social constructivist pedagogy. The paper reviews and reflects upon the impact of strategies for creating and supporting communities of practice across the institution along with the ways this model is achieving the breaking down of the barriers to ‘e’ and ‘m’ learning adoption among lecturers. This model helped to move lecturers from non-engagement to legitimate peripheral participation and onto full participation within the institution’s e-learning community, and ultimately enabling social constructivist learning environments for students. This model based on a community of practice framework for e-learning support is potentially transferable to other educational contexts.