Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students: ’ enjoyed this way of learning; ’ believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and ’ felt that what they have learned could be applied elsewhere. We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.     

你可以这样说

每期都给大家介绍了许多很地道的表达方式,你都全部掌握了吗?你都能运用自如了吗?学习英语靠的是一个积累的过程,所以为了你也能说一口地道流利的英语而努力吧!     

Active older adults in adventure education: how their experiences can influence outdoor adventure education program opportunities

ABSTRACT

By 2029, 20% of the U.S. population will be ≥65-years-old. American demographics are changing, understanding of the ≥65-year-old demographic has not. We investigated expectation variables of participants born between 1946 and 1964 in the United States, and identified how expectation trends have changed over time also describing gender differences. We used secondary data from a motivation study published in 2015 to identify the expectations of active older adults. Four years of data were used (n = 71) in a self-selection of four adventure activities (rock climbing, flat-water canoeing, white water kayaking and sea kayaking). Older adults expected experiences in the natural environment, with social factors, and where they were either starting a new activity, or honing acquired skills. They were not focused on danger or the use of personal gear. We recommend programming that caters to an aging population, as well as considerations for gender.     

Undergraduate Students’ Conceptions of Mathematics: An International Study

In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost 1,200 students in five countries completed a short survey including three open-ended questions asking about their views of mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future development of a monitoring questionnaire.     

Observing birth and placentophagia affects placentophagia but not maternal behavior of virgin rats

To determine whether observing components of periparturitional behavior affects the manifestation of those behaviors in virgin rats, virgins selected for nonplacentophagia and for the absence of spontaneous maternal behavior toward pups were exposed to stimulus rats that were giving birth, eating donor placenta, or eating lab chow. During observations, subjects could either eat donor placenta or just see and smell it. The subjects were tested subsequently for placentophagia and for the rate of onset of pup-induced maternal behavior. The results indicated that: (1) access to placenta in the presence of other rats led to placentophagia; (2) when such placentophagia occurred in conjunction with exposure to other rats that were giving birth or eating donor placenta, the subjects became permanent placentophages (otherwise, the subjects reverted and did not eat on subsequent placentophagia tests); (3) none of the observation conditions, regardless of the availability of placenta during observation, affected the maternal sensitization latency. The results are discussed in terms of social facilitation, exposure learning, and desensitization to exteroceptive stimuli.     

Recruitment and training of school psychologists for remote or isolated areas

This paper discusses the problems associated with recruitment and training of school psychologists and school counsellors for employment in remote and isolated geographical areas. Detailed information is provided describing a model of training in the distance education mode which was developed by Charles Sturt University — Mitchell at Bathurst and the NSW Department of School Education in Australia. The model allows for the training of teachers (who already have three‐year majors in Psychology) for the role of School Counsellors, while they remain in employment in their place of residence. The preliminary evaluation indicates close to 100% completion rate for the students enrolled at Mitchell and enthusiastic support for the graduates from their employing supervisors.     

CD‐ROM Technology for Education and Support of Site Supervisors

The authors discuss the creation and evaluation of a CD‐ROM to train and support prepracticum, practicum, and internship site supervisors in a master's‐level counselor education program. The authors, from a small, rural, southwestern college, created and distributed a CD‐ROM containing video and document resources for this purpose. Small focus groups were then conducted to gather data to measure the CD‐ROM's effectiveness. Data showed strong support for the use of CD‐ROM technology in providing training of site supervisors. Recommendations are offered to improve future versions of the CD‐ROM.     

Can we avoid digital structural violence in future learning systems?

ABSTRACT

This paper introduces the concept of digital structural violence and examines the negative role it could have in future learning systems. To address it, we propose a new interdisciplinary research agenda at the intersection of three current but disparate lines of work that:

1. Use the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems, and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens;

2. Support young learners and teachers to understand and build their own artificial intelligence algorithms;

3. Develop sustainable interdisciplinary links with computer science to address digital structural violence at the algorithmic level and to make its societal implications and underlying processes more widely understood, especially by teachers.

Taken together, these provide for a material form of resistance to digital structural violence and a theoretically and methodologically coherent future research agenda for building just learning systems.