Pub Date : 2023-09-24DOI: 10.1080/03323315.2023.2259886
John Meegan
ABSTRACTInternationally and nationally, government and educational policies prioritise wellbeing to support education. Social-emotional learning (SEL), a frequently used term for wellbeing in the United States of America (USA), comprises accrued skills enacted over time. This article presents the findings of an arts-based narrative inquiry exploring eight primary school children’s experiences of the five foundations of the social-emotional and academic learning program ‘You Can Do It (YCDI) Program Achieve’. YCDI is a structured classroom-based programme where children are taught explicit SEL skills through lessons based on the five programme foundations, or SEL competencies, of Organisation, Confidence, Getting Along, Persistence, and Resilience. Using a three-dimensional, narrative inquiry framework, the researcher addresses two questions: What impact did the YCDI programme and its foundations have on the children’s lives on and off the school landscape? What are the implications for the future implementation of the YCDI programme? Through the presentation of children’s narratives, this study provides insight into how YCDI improved the children’s SEL skills and wellbeing. It also prompts important questions for those considering the program’s implementation in the future.KEYWORDS: Social-emotional learningYou Can Do It!wellbeingnarrative inquiryarts-based research Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJohn MeeganJohn Meegan is a lecturer in Primary Education in the School of Education, Hibernia College. John’s research interests include social-emotional learning, narrative inquiry research, twenty-first-century skills, virtual scenario-based learning, and digital technologies for teaching, learning and assessment.
{"title":"You Can Do It! A narrative inquiry into children’s experiences of a social-emotional and academic learning programme","authors":"John Meegan","doi":"10.1080/03323315.2023.2259886","DOIUrl":"https://doi.org/10.1080/03323315.2023.2259886","url":null,"abstract":"ABSTRACTInternationally and nationally, government and educational policies prioritise wellbeing to support education. Social-emotional learning (SEL), a frequently used term for wellbeing in the United States of America (USA), comprises accrued skills enacted over time. This article presents the findings of an arts-based narrative inquiry exploring eight primary school children’s experiences of the five foundations of the social-emotional and academic learning program ‘You Can Do It (YCDI) Program Achieve’. YCDI is a structured classroom-based programme where children are taught explicit SEL skills through lessons based on the five programme foundations, or SEL competencies, of Organisation, Confidence, Getting Along, Persistence, and Resilience. Using a three-dimensional, narrative inquiry framework, the researcher addresses two questions: What impact did the YCDI programme and its foundations have on the children’s lives on and off the school landscape? What are the implications for the future implementation of the YCDI programme? Through the presentation of children’s narratives, this study provides insight into how YCDI improved the children’s SEL skills and wellbeing. It also prompts important questions for those considering the program’s implementation in the future.KEYWORDS: Social-emotional learningYou Can Do It!wellbeingnarrative inquiryarts-based research Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJohn MeeganJohn Meegan is a lecturer in Primary Education in the School of Education, Hibernia College. John’s research interests include social-emotional learning, narrative inquiry research, twenty-first-century skills, virtual scenario-based learning, and digital technologies for teaching, learning and assessment.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"78 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.1080/03323315.2023.2261427
Ashley Bough
Aim: Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are relevant to the education field. Lastly, the focus shifts to a particular change, the integration of PBL, curriculum, and DS within the framework of the TYP. No review of research on the TYP in Ireland is currently available in relation to PBL in DS and this is timely given the policy context's recent focus on the digital world and the development of students’ digital competence.
{"title":"Project based learning in post-primary school in Ireland – a narrative literature review of the transition year programme to understand evolving digital spaces","authors":"Ashley Bough","doi":"10.1080/03323315.2023.2261427","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261427","url":null,"abstract":"Aim: Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are relevant to the education field. Lastly, the focus shifts to a particular change, the integration of PBL, curriculum, and DS within the framework of the TYP. No review of research on the TYP in Ireland is currently available in relation to PBL in DS and this is timely given the policy context's recent focus on the digital world and the development of students’ digital competence.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.1080/03323315.2023.2259377
Nuala Glanton
Ten years on from the formation of SOLAS (An tSeirbhís Oideachais Leanúnaig agus Scileanna) and the Education and Training Boards (ETBs) in Ireland, it is appropriate to reflect on where adult education lies in the new Further Education and Training (FET) sector. This paper uses Denis O'Sullivan's schematisation of policy paradigms (2005) as an analytical tool, to explore the components of the new sector. New concepts have been introduced, such as ‘FET’ and ‘active inclusion’, others such as ‘adult education’ have disappeared, and others such as ‘transversal skills’, ‘lifelong learning’ and the ‘needs of learners’ have been adapted, introducing a language of doublespeak. The discourse has changed; a theme of performativity is now prioritised while the wider benefits of learning are mentioned, but not actioned. There is a new authority with bureaucratic social configurations and the identities of teachers and students are being reduced to producers and consumers of learning outcomes. This paper shows how these changes have resulted in a new neoliberal policy paradigm for adult education, with strong regulatory powers. Understanding this is the first step in questioning its authority and discussing if this is what we, as a society, want for the education of adults.
自SOLAS (tSeirbhís Oideachais Leanúnaig agus Scileanna)和爱尔兰教育培训委员会(ETBs)成立十年以来，反思成人教育在新的继续教育和培训(FET)部门中的地位是合适的。本文使用Denis O'Sullivan的政策范式图式(2005)作为分析工具，探索新部门的组成部分。新的概念被引入，如“FET”和“积极包容”，其他概念，如“成人教育”已经消失，其他概念，如“横向技能”，“终身学习”和“学习者的需求”已经被改编，引入了一种双重语言。话语已经改变;表演的主题现在被优先考虑，而学习的更广泛的好处被提及，但没有采取行动。这是一种具有官僚社会结构的新权威，教师和学生的身份正在沦为学习成果的生产者和消费者。本文展示了这些变化如何导致了一种具有强大监管权力的成人教育新自由主义政策范式。理解这一点是质疑其权威和讨论这是否是我们作为一个社会所希望的成人教育的第一步。
{"title":"Adult education in a neoliberal policy paradigm","authors":"Nuala Glanton","doi":"10.1080/03323315.2023.2259377","DOIUrl":"https://doi.org/10.1080/03323315.2023.2259377","url":null,"abstract":"Ten years on from the formation of SOLAS (An tSeirbhís Oideachais Leanúnaig agus Scileanna) and the Education and Training Boards (ETBs) in Ireland, it is appropriate to reflect on where adult education lies in the new Further Education and Training (FET) sector. This paper uses Denis O'Sullivan's schematisation of policy paradigms (2005) as an analytical tool, to explore the components of the new sector. New concepts have been introduced, such as ‘FET’ and ‘active inclusion’, others such as ‘adult education’ have disappeared, and others such as ‘transversal skills’, ‘lifelong learning’ and the ‘needs of learners’ have been adapted, introducing a language of doublespeak. The discourse has changed; a theme of performativity is now prioritised while the wider benefits of learning are mentioned, but not actioned. There is a new authority with bureaucratic social configurations and the identities of teachers and students are being reduced to producers and consumers of learning outcomes. This paper shows how these changes have resulted in a new neoliberal policy paradigm for adult education, with strong regulatory powers. Understanding this is the first step in questioning its authority and discussing if this is what we, as a society, want for the education of adults.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/03323315.2023.2260383
Thomas Rogan
ABSTRACTMany adults work with children in schools to provide support in a variety of forms. This study aimed to explore perceptions of the role of classroom assistants in supporting children’s learning in the primary classroom. Aligning with an interpretivist paradigm, a case study approach was used to explore the deployment of classroom assistants in one immersion primary school from multiple perspectives. Qualitative data were collected through semi-structured interviews and focus groups, which aimed to gather the perceptions of senior leaders, middle leaders, class teachers, classroom assistants and children on the role of classroom assistants in the immersion classroom. Five main themes emerged from the data collected. These were relationships, communication, training, language development and deployment. Results from this small-scale study indicate that classroom assistants carry out many duties within the case-study school. Although the supportive role of classroom assistants was highlighted in this study, the role was however undefined, and confusion arose surrounding the main duties of classroom assistants. There was evidence that a lack of clear policy and guidelines to focus the deployment of classroom assistants in the school meant that tensions could arise, which led to frustration.KEYWORDS: classroom assistants: collaboration: collegiality: relationships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas RoganThomas Rogan is a Senior Lecturer in Irish Medium Education in St. Mary’s University College Belfast. His research interests include immersion education, bilingual education, supporting learners with additional needs.
{"title":"The role of classroom assistants: perceptions and challenges","authors":"Thomas Rogan","doi":"10.1080/03323315.2023.2260383","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260383","url":null,"abstract":"ABSTRACTMany adults work with children in schools to provide support in a variety of forms. This study aimed to explore perceptions of the role of classroom assistants in supporting children’s learning in the primary classroom. Aligning with an interpretivist paradigm, a case study approach was used to explore the deployment of classroom assistants in one immersion primary school from multiple perspectives. Qualitative data were collected through semi-structured interviews and focus groups, which aimed to gather the perceptions of senior leaders, middle leaders, class teachers, classroom assistants and children on the role of classroom assistants in the immersion classroom. Five main themes emerged from the data collected. These were relationships, communication, training, language development and deployment. Results from this small-scale study indicate that classroom assistants carry out many duties within the case-study school. Although the supportive role of classroom assistants was highlighted in this study, the role was however undefined, and confusion arose surrounding the main duties of classroom assistants. There was evidence that a lack of clear policy and guidelines to focus the deployment of classroom assistants in the school meant that tensions could arise, which led to frustration.KEYWORDS: classroom assistants: collaboration: collegiality: relationships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas RoganThomas Rogan is a Senior Lecturer in Irish Medium Education in St. Mary’s University College Belfast. His research interests include immersion education, bilingual education, supporting learners with additional needs.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136129701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/03323315.2023.2258501
Eddie Costello, Zerrin Doğança Küçük
The problem of enactment describes a teacher’s inability to translate effective theories of teaching into practice. This is common for student-teachers, and invariably results in instructional practices that are ineffective and inconsistent with their beliefs. The motivation for this study was based on the observation that student-teachers move away from practices linked to relational understanding of mathematics and regularly fail to enact their mathematical knowledge in the classroom, despite having proven competence in the area. Therefore, the objective was to understand the reasons for this failure and make subsequent changes in the designated module to address the problem of enactment. Action Research was chosen as the research design considering the changes into one’s practice and subsequently evaluating those changes. The current study represents Cycle 1 of a larger two-cycle Action Research study. Qualitative data were gathered from student-teachers using focus groups and classroom observations and analysed using Braun & Clarkes (2006) thematic analysis and the Mathematical Quality of Instruction framework, respectively. The findings indicated that the intervention was effective in addressing the problem of enactment, but further changes needed to be made in Cycle 2 to ensure it meets the needs of student-teachers and the pupils they teach.
{"title":"Supporting student teachers’ enactment of relational mathematics in the classroom: an Action Research study","authors":"Eddie Costello, Zerrin Doğança Küçük","doi":"10.1080/03323315.2023.2258501","DOIUrl":"https://doi.org/10.1080/03323315.2023.2258501","url":null,"abstract":"The problem of enactment describes a teacher’s inability to translate effective theories of teaching into practice. This is common for student-teachers, and invariably results in instructional practices that are ineffective and inconsistent with their beliefs. The motivation for this study was based on the observation that student-teachers move away from practices linked to relational understanding of mathematics and regularly fail to enact their mathematical knowledge in the classroom, despite having proven competence in the area. Therefore, the objective was to understand the reasons for this failure and make subsequent changes in the designated module to address the problem of enactment. Action Research was chosen as the research design considering the changes into one’s practice and subsequently evaluating those changes. The current study represents Cycle 1 of a larger two-cycle Action Research study. Qualitative data were gathered from student-teachers using focus groups and classroom observations and analysed using Braun & Clarkes (2006) thematic analysis and the Mathematical Quality of Instruction framework, respectively. The findings indicated that the intervention was effective in addressing the problem of enactment, but further changes needed to be made in Cycle 2 to ensure it meets the needs of student-teachers and the pupils they teach.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136129531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/03323315.2023.2257673
Angeliki Lima
ABSTRACT Researchers’ reflections on narrative inquiry is a growing area of interest for the qualitative researchers’ community (Beuthin 2014; Bruce et al 2016; O’Grady, Clandinin and O’Toole 2018). Furthermore, the relationship between the insider and outsider, researcher and participant, in narrative research conducted in social sciences, including nursing, health sciences, and education, has been extensively explored (Berger 2015; Darwin Holmes 2020). This paper reports on a project in which life story interviews with former prisoners were conducted in Ireland and Greece. The aim is to contribute to our understanding and knowledge of narrative inquiry by providing insights into the methodology employed, along with the challenges faced and steps taken to address those challenges during the project. The paper begins with a reflective account of the author’s experience as a researcher engaging in narrative inquiry, focusing on the rationale behind choosing this method and issues of design, positionality, ethics and access. Then the focus shifts to how the fieldwork in two European countries allowed the author to explore the cross-cultural boundaries of narrative inquiry. Finally, the paper concludes with a persuasive argument on the value of narrative inquiry, drawing upon the insights and findings from the research project.
研究人员对叙事探究的反思是定性研究人员社区越来越感兴趣的领域(2014年;Bruce et al . 2016;O’grady, Clandinin and O’toole 2018)。此外，在社会科学(包括护理、健康科学和教育)进行的叙事研究中，圈内人与局外人、研究者与参与者之间的关系得到了广泛的探讨(Berger 2015;达尔文·霍姆斯，2020)。本文报道了一个项目，其中在爱尔兰和希腊对前囚犯进行了生活故事采访。目的是通过提供对所采用的方法的见解，以及在项目中面临的挑战和解决这些挑战所采取的步骤，有助于我们对叙事探究的理解和知识。本文首先反思了作者作为一名从事叙事探究的研究人员的经历，重点是选择这种方法背后的基本原理以及设计、定位、伦理和访问等问题。然后，重点转移到在两个欧洲国家的实地考察如何使作者探索叙事探究的跨文化边界。最后，本文总结了一个有说服力的论点，叙述探究的价值，借鉴了研究项目的见解和发现。
{"title":"Understanding narrative inquiry through life story interviews with former prisoners","authors":"Angeliki Lima","doi":"10.1080/03323315.2023.2257673","DOIUrl":"https://doi.org/10.1080/03323315.2023.2257673","url":null,"abstract":"ABSTRACT Researchers’ reflections on narrative inquiry is a growing area of interest for the qualitative researchers’ community (Beuthin 2014; Bruce et al 2016; O’Grady, Clandinin and O’Toole 2018). Furthermore, the relationship between the insider and outsider, researcher and participant, in narrative research conducted in social sciences, including nursing, health sciences, and education, has been extensively explored (Berger 2015; Darwin Holmes 2020). This paper reports on a project in which life story interviews with former prisoners were conducted in Ireland and Greece. The aim is to contribute to our understanding and knowledge of narrative inquiry by providing insights into the methodology employed, along with the challenges faced and steps taken to address those challenges during the project. The paper begins with a reflective account of the author’s experience as a researcher engaging in narrative inquiry, focusing on the rationale behind choosing this method and issues of design, positionality, ethics and access. Then the focus shifts to how the fieldwork in two European countries allowed the author to explore the cross-cultural boundaries of narrative inquiry. Finally, the paper concludes with a persuasive argument on the value of narrative inquiry, drawing upon the insights and findings from the research project.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135064123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/03323315.2023.2258499
Ruth Bourke
School networks have become increasingly prevalent in education in recent decades, particularly with a focus on improving student outcomes in contexts of socio-economic disadvantage. To address the lacunae of literature and research nationally, this article presents findings from original case study research on two networks of disadvantaged schools in Ireland. Data was collected from interviews, focus groups, surveys with network members and documentary analysis. Drawing on international literature on school networks, social capital, social theory, and teacher professional learning (TPL) and findings from the research, this article explores how networking can support the development of individual members’ bonding social capital through peer interaction and development of their professional capital to enhance capacity to respond to complexity. Additionally, it outlines how fostering bridging and linking social capital can support schools in disadvantaged contexts to collectively respond to intractable social issues by connecting network members’ priorities to those of key stakeholders and building lateral capacity. As such, these networks can be viewed as a divergent approach to TPL that also supports schools to develop networked agency to respond to complexity and change in Irish society.
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Pub Date : 2023-09-14DOI: 10.1080/03323315.2023.2258497
Brighid Golden
Critical thinking is a core component of higher education teaching and learning across multiple disciplines. However, supporting students to develop critical thinking skills can be challenging due to their prior experiences of education which may have emphasised rote learning and due to the high volume of approaches available to choose from as a teacher. This paper explores a self-study action research project which took place within initial teacher education and focused on exploring approaches to critical thinking development. Data collection took place with students and included interviews, surveys and collection of class work. Additionally, critical reflections and conversations with critical friends informed the research process. Through the analysis of data which emerged from action research cycles, and in line with best practice outlined in literature, a planning tool was developed to support critical thinking instruction. The planning tool includes pre-conditions for learning necessary to ensure due attention is given to the impact of the learning environment, four lesson elements which support student critical thinking development, and an awareness of the multiple outcomes of critical thinking engagement in education.
{"title":"Enabling critical thinking development in higher education through the use of a structured planning tool","authors":"Brighid Golden","doi":"10.1080/03323315.2023.2258497","DOIUrl":"https://doi.org/10.1080/03323315.2023.2258497","url":null,"abstract":"Critical thinking is a core component of higher education teaching and learning across multiple disciplines. However, supporting students to develop critical thinking skills can be challenging due to their prior experiences of education which may have emphasised rote learning and due to the high volume of approaches available to choose from as a teacher. This paper explores a self-study action research project which took place within initial teacher education and focused on exploring approaches to critical thinking development. Data collection took place with students and included interviews, surveys and collection of class work. Additionally, critical reflections and conversations with critical friends informed the research process. Through the analysis of data which emerged from action research cycles, and in line with best practice outlined in literature, a planning tool was developed to support critical thinking instruction. The planning tool includes pre-conditions for learning necessary to ensure due attention is given to the impact of the learning environment, four lesson elements which support student critical thinking development, and an awareness of the multiple outcomes of critical thinking engagement in education.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134971019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/03323315.2023.2256689
Le Quan Ly, Matthew Kearney
ABSTRACTThis study adopts a robust systematic literature review (SLR) to investigate the use of mobile devices to support learning (mobile learning) in university science education. It analyses 24 high quality studies over the past decade to generate insights into contemporary mobile learning developments in relation to settings, applications and pedagogical approaches, as well as trends in research methodologies and outcomes. The results show that the use of mobile devices is providing university science learners with peer learning opportunities and supporting their networked interactions with the science community and resources. However, the study also uncovers more constrained use of mobile devices associated with traditional didactic approaches, often in formal settings. The study identifies key differences from other SLR findings on mobile learning in school science education, most notably with respect to adopted pedagogies. It suggests future research directions, including the need for more qualitative studies of mobile learning in university science education.Keywords: Mobile learninguniversity science educationsystematic literature reviewdigital pedagogies AcknowledgementWe would like to acknowledge Emeritus Professor Didar Zowghi’s valuable contributions to the conceptualisation and development of this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data in the findings of this study is available from the corresponding author with reasonable request.Additional informationNotes on contributorsLe Quan LyLe Quan Ly is a researcher in the Faculty of Arts and Social Sciences (FASS) at the University of Technology Sydney (UTS), Australia. Her research focuses on the use of innovative digital learning in university science education.Matthew KearneyMatthew Kearney is a Professor of Educational Technology in the Faculty of Arts and Social Sciences (FASS) at the University of Technology Sydney (UTS), Australia. His research focuses on how digital technologies can be used in pedagogically transformational ways, particularly in school and teacher education contexts.
{"title":"Mobile learning in university science education: a systematic literature review","authors":"Le Quan Ly, Matthew Kearney","doi":"10.1080/03323315.2023.2256689","DOIUrl":"https://doi.org/10.1080/03323315.2023.2256689","url":null,"abstract":"ABSTRACTThis study adopts a robust systematic literature review (SLR) to investigate the use of mobile devices to support learning (mobile learning) in university science education. It analyses 24 high quality studies over the past decade to generate insights into contemporary mobile learning developments in relation to settings, applications and pedagogical approaches, as well as trends in research methodologies and outcomes. The results show that the use of mobile devices is providing university science learners with peer learning opportunities and supporting their networked interactions with the science community and resources. However, the study also uncovers more constrained use of mobile devices associated with traditional didactic approaches, often in formal settings. The study identifies key differences from other SLR findings on mobile learning in school science education, most notably with respect to adopted pedagogies. It suggests future research directions, including the need for more qualitative studies of mobile learning in university science education.Keywords: Mobile learninguniversity science educationsystematic literature reviewdigital pedagogies AcknowledgementWe would like to acknowledge Emeritus Professor Didar Zowghi’s valuable contributions to the conceptualisation and development of this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data in the findings of this study is available from the corresponding author with reasonable request.Additional informationNotes on contributorsLe Quan LyLe Quan Ly is a researcher in the Faculty of Arts and Social Sciences (FASS) at the University of Technology Sydney (UTS), Australia. Her research focuses on the use of innovative digital learning in university science education.Matthew KearneyMatthew Kearney is a Professor of Educational Technology in the Faculty of Arts and Social Sciences (FASS) at the University of Technology Sydney (UTS), Australia. His research focuses on how digital technologies can be used in pedagogically transformational ways, particularly in school and teacher education contexts.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/03323315.2023.2257671
Vafa Asgarova, Yue Kan, Stefan Reindl, Min Liu
University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students’ eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a ‘change maker’ in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students’ personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates’ access to post-graduation opportunities.
{"title":"What changes are university students seeking? Bringing employers to classrooms to facilitate post-graduation opportunities","authors":"Vafa Asgarova, Yue Kan, Stefan Reindl, Min Liu","doi":"10.1080/03323315.2023.2257671","DOIUrl":"https://doi.org/10.1080/03323315.2023.2257671","url":null,"abstract":"University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students’ eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a ‘change maker’ in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students’ personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates’ access to post-graduation opportunities.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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