Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V17I06/47116
John H. Green
[Abstract]: Transfer of learning, although arguably education’s most important goal, is also its most pervasive problem. Research confirms one of the classroom teacher’s most common complaints: that learners do not transfer what they have learnt in one subject to another, or fail to use what they have learnt in the school setting in the 'real world.' There may be many reasons for this – one being that transfer is often left to take care of itself. To counter this, cognitive-based strategies, such as 'hugging' and 'bridging', suggest that educators pay active attention to both structural and instructional elements in order to effect transfer: educators, can, for example, draw learners’ attention to extra-contextual opportunities to use their learning, or coach them to develop the thinking skills that allow the abstraction of transferrable principles. Conceptualizations such as these, however, do not go far enough. Because these interventions rely on the instructor, the sought-after transfer may not occur once the learner is removed from the context and is required to act independently. What is preferred is a self-motivated, autonomous, mastery-oriented learner – one who will actively seek opportunities using his or her skills or knowledge in new contexts. Such a learner, however, will only develop if cultural conditions so allow. This discussion explores the link between culture, learner agency, and transfer of learning. In so doing, it examines practical cultural concerns, particularly in a Thai context, that may help or hinder transfer of learning.
{"title":"Who's the boss? Culture and the problem of transfer","authors":"John H. Green","doi":"10.18848/1447-9494/CGP/V17I06/47116","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I06/47116","url":null,"abstract":"[Abstract]: \u0000Transfer of learning, although arguably education’s most important goal, is also its most pervasive problem. Research confirms one of the classroom teacher’s most common complaints: that learners do not transfer what they have learnt in one subject to another, or fail to use what they have learnt in the school setting in the 'real world.' There may be many reasons for this – one being that transfer is often left to take care of itself. To counter this, cognitive-based strategies, such as 'hugging' and 'bridging', suggest that educators pay active attention to both structural and instructional elements in order to effect transfer: educators, can, for example, draw learners’ attention to extra-contextual opportunities to use their learning, or coach them to develop the thinking skills that allow the abstraction of transferrable principles. \u0000Conceptualizations such as these, however, do not go far enough. Because these interventions rely on the instructor, the sought-after transfer may not occur once the learner is removed from the context and is required to act independently. What is preferred is a self-motivated, autonomous, mastery-oriented learner – one who will actively seek opportunities using his or her skills or knowledge in new contexts. Such a learner, however, will only develop if cultural conditions so allow. \u0000 \u0000This discussion explores the link between culture, learner agency, and transfer of learning. In so doing, it examines practical cultural concerns, particularly in a Thai context, that may help or hinder transfer of learning.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115136313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V17I05/47059
J. Moir
{"title":"The First Year in Higher Education: Engagement and Empowerment","authors":"J. Moir","doi":"10.18848/1447-9494/CGP/V17I05/47059","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I05/47059","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115301649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V16I05/46303
Adel Al-Bataineh
{"title":"An Examination of Pre-Service Teacher Preparedness","authors":"Adel Al-Bataineh","doi":"10.18848/1447-9494/CGP/V16I05/46303","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I05/46303","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115600246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V12I01/47534
Denise Stanley
{"title":"Teachers are Artists / Artists are Teachers","authors":"Denise Stanley","doi":"10.18848/1447-9494/CGP/V12I01/47534","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V12I01/47534","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115601385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V17I09/47209
A. Raviv
{"title":"Between Two Evils: Stand and Difficulties of Teachers Integrating Pupils with Special Needs in their Classes","authors":"A. Raviv","doi":"10.18848/1447-9494/CGP/V17I09/47209","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I09/47209","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115694433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V18I01/47452
Amine NehariTalet
{"title":"Awareness of Information Systems’ Students to Ethical Decision Making","authors":"Amine NehariTalet","doi":"10.18848/1447-9494/CGP/V18I01/47452","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I01/47452","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121803759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/cgp/v16i12/46759
K. Petrie, J. Sarmiento
{"title":"Enhancing Student Experience: Two Case Studies for Integrating, Energizing and Challenging Students in Art and Design","authors":"K. Petrie, J. Sarmiento","doi":"10.18848/1447-9494/cgp/v16i12/46759","DOIUrl":"https://doi.org/10.18848/1447-9494/cgp/v16i12/46759","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115757994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V15I07/45835
J. Othman
{"title":"English Language Policy Changes in Malaysia","authors":"J. Othman","doi":"10.18848/1447-9494/CGP/V15I07/45835","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V15I07/45835","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116712903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V14I12/45548
T. Dumova
Recent advances in computing, digital video cameras, and video editing software have shattered the “video mystique” and turned digital video into a routine teaching tool on a par with PowerPoint. However, widespread adoption of digital video in the classroom is yet to be seen, with the lack of pedagogical approaches as one of the major reasons. Active learning, an instructional strategy characterized by a high degree of student involvement in the learning process and active engagement with the material, provides a useful approach for integrating digital video in college courses. This study evaluates the use of student-produced digital video as an active learning tool, and suggests pedagogical approaches for integrating digital video assignments in the college classroom.
{"title":"Using Digital Video Assignments as a Tool for Active Learning","authors":"T. Dumova","doi":"10.18848/1447-9494/CGP/V14I12/45548","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V14I12/45548","url":null,"abstract":"Recent advances in computing, digital video cameras, and video editing software have shattered the “video mystique” and turned digital video into a routine teaching tool on a par with PowerPoint. However, widespread adoption of digital video in the classroom is yet to be seen, with the lack of pedagogical approaches as one of the major reasons. Active learning, an instructional strategy characterized by a high degree of student involvement in the learning process and active engagement with the material, provides a useful approach for integrating digital video in college courses. This study evaluates the use of student-produced digital video as an active learning tool, and suggests pedagogical approaches for integrating digital video assignments in the college classroom.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116777292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1447-9494/CGP/V18I05/47612
Andrej Blatnik
{"title":"Content vs. Context: From the Aura of Substance to the Pseudo-Aura of the Teacher","authors":"Andrej Blatnik","doi":"10.18848/1447-9494/CGP/V18I05/47612","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I05/47612","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116886718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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