ORCID Profile
0000-0002-6160-3791
Current Organisations
RMIT University
,
La Trobe University - Bendigo Campus
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Publisher: Queensland University of Technology
Date: 16-10-2020
DOI: 10.5204/SSJ.1675
Abstract: While Vietnamese students continue to enrol in international branch university c uses in Vietnam, little is known about the Vietnamese first year transition into these institutions, especially from a cultural perspective. This article presents the findings of four case studies that explored the face strategies used by Vietnamese undergraduate business students in transition to an international branch c us based in Vietnam. The use of collectivist and in idualist face strategies was examined in three phases: at commencement, mid-way and at the end of the first year of studies. The findings suggest that collectivist face strategies might not be employed as often as expected by Vietnamese first year students in this context even though they transition from a Confucian heritage culture. Understanding face strategies can help anticipate challenges of Vietnamese students studying in English-medium environments and inform culturally sensitive practices in teaching and learning.
Publisher: Springer Netherlands
Date: 2012
Publisher: Springer Science and Business Media LLC
Date: 04-2004
DOI: 10.1007/BF03400790
Publisher: SAGE Publications
Date: 03-2013
Abstract: This article examines the relevance of humor to student engagement in outdoor education. A sociocultural framework is applied to this examination, based on a view of learning as constructed, cognitive, embodied, and affective. A set of affordances of outdoor education as a contextually situated learning activity is identified along with related abilities of adolescent students to interact with these characteristics. The argument, advanced through an examination of the literature, is that outdoor education provides teaching and learning affordances that are different from traditional school-based education, and the ability of students to engage with these affordances is influenced by a range of affective factors. Furthermore, humor acts as an influential variable in learning environments, thus providing a trigger for increasing students’ emotional engagement with the immediate task or topic. The primary proposition is that a capacity to knowingly perceive and productively engage with humorous moments can provide a pedagogical trigger for the emotional engagement of participants. In particular, we outline how humor is likely to influence student–student, student–teacher, and in idual–context learning-related interactions.
Publisher: Springer Singapore
Date: 2021
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 2003
Publisher: Informa UK Limited
Date: 07-06-2018
Publisher: Springer Science and Business Media LLC
Date: 04-2005
DOI: 10.1007/BF03400814
Publisher: Informa UK Limited
Date: 30-11-2007
Publisher: Springer Science and Business Media LLC
Date: 10-1998
DOI: 10.1007/BF03400706
Publisher: Springer Science and Business Media LLC
Date: 04-2001
DOI: 10.1007/BF03400733
Publisher: Cambridge University Press (CUP)
Date: 2002
DOI: 10.1017/S0814062600001117
Abstract: This paper considers the role of rangers and education officers who present and represent their park on school trips to national parks, and their interactions with teachers who organise those trips. These shared encounters are commonplace events. They have an important potential and actual role in environmental education, but have not been the subject of much research. Both the teachers' environmental education objectives and the possibilities offered by parks are wide: nature study, ecology, parks as natural and cultural heritage, land management and community issues, recreational activities and their consequences. However this breadth of potential activity possibly exacerbates a gap between the two cultures that meet on such encounters, a gap that needs to be addressed if the participants are to be able to maximise their shared and separate concerns. Using semi-structured interviews, our research looked at the strengths and limitations of several school visits for both teachers and ranger. In this paper we report particularly on the importance of the ranger in the process. We suggest that the role of the ranger is an undervalued and under-supported link in effective environmental education.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Alison Lugg.