ORCID Profile
0000-0001-6910-3372
Current Organisations
University of Wollongong
,
University of Notre Dame Australia
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Publisher: Informa UK Limited
Date: 02-09-2015
Publisher: Routledge
Date: 31-03-2020
Publisher: MDPI AG
Date: 27-11-2020
Abstract: The nexus between digital technologies, engagement and learning is often cited as being correlational, but is widely misunderstood. Research is clear that engagement can lead to better academic outcomes and improved learning, but less clear about the role of digital technologies in engaging students and the impact of digital technologies on student learning. Recent research suggests that in light of the increase in digital technologies in education that we must recognize the inherent challenges in increased use of digital technologies. In this article a small-scale case study was conducted to ascertain the level of student engagement and distraction during lectures. The study was repeated for two different cohorts of teacher education students to establish consistency of results. The authors sought to determine the level of academic engagement by having students record the number of digital distractions they encountered throughout the lecture. The students self-reported their distractions during a ~100 min lecture. The researchers found consistency between the two cohorts when looking at the number of self-reported distractions per student. The findings suggest that technology was a major distraction and further could be seen, due to the number of distractions, to be causing disengagement. In this article the authors use this case study to start a conversation about the possible perils of digital technologies with regard to engagement and learning and what this means in a future that may be dictated by technology-enhanced learning.
Publisher: Informa UK Limited
Date: 24-10-2021
Publisher: Springer International Publishing
Date: 2018
Publisher: University of South Florida Libraries
Date: 2018
Publisher: MDPI AG
Date: 23-10-2017
Publisher: James Nicholas Publishers
Date: 2014
DOI: 10.7459/ES/32.2.02
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Informa UK Limited
Date: 08-06-2016
Publisher: Informa UK Limited
Date: 09-04-2015
Publisher: SAGE Publications
Date: 06-2015
Abstract: The existing research on charitableness focuses on the consequences of the charitable behavior, rather than its determinants. In this paper, we focus on Jackson’s Learning Profiles, and suggest that when assessed through learning profiles, emotional management accounts for the values of benevolence and universalism, which are values commonly associated with charitableness. A cohort of university students participated in a study that examined related hypotheses suggesting that learning profiles in personality can predict the charitable values of benevolence and universalism both directly and indirectly via emotional management. In the present study, general support of the hypotheses was established based on Jackson’s learning styles profiler. Hence, emotionally intelligent achievers directly predicted the charitable values of benevolence and universalism, and managing one’s own and understanding others’ emotions mediated the association between Learning Profiles and charitable values.
Publisher: Informa UK Limited
Date: 29-03-2016
Publisher: Informa UK Limited
Date: 02-10-2014
Publisher: SAGE Publications
Date: 23-08-2023
DOI: 10.1177/10538259231193730
Abstract: Background: The literature has expounded on the impacts of international service-learning (ISL) in teacher education as positively affecting everything from improving academic achievement to developing a greater moral and ethical sense. Other studies have examined the role of cultural competence and dimensions of power between those providing and receiving service. Purpose: This paper examines a decade-long ISL immersion program to understand the outcomes on students in three key areas that have received attention in the literature: motivation, employment, and academics. Methodology: A longitudinal case study comprising a cross-section of students who were asked to reflect on their immersion experiences, which took place from 2011 to 2020. Reflective journals completed during and directly after each immersion supplemented the survey data. Findings: While much of the data supports previous studies regarding the impacts of ISL, there are some anomalous findings, especially in the longer-term effects of ISL within teacher education. While participants’ perceptions of the impacts were significant, evidence of that impact was lacking. Implications: Although short-term impacts of the immersion were more significantly noted, students perceived the impact for more extended periods than previously thought. However, the evidence to suggest that these perceptions are realizable is lacking.
Publisher: International Association for Research on Service-Learning and Community Engagement
Date: 30-12-2020
DOI: 10.37333/001C.18721
Abstract: Increasing global migration across geographical, linguistic, and cultural borders has resulted in Australian classrooms being more culturally and linguistically erse. For preservice teachers, it is of critical importance that they, through experiences, develop a global worldview and have the knowledge, skills, and understanding to effectively respond to cultural ersity, and, in doing so, recognize their ability to be agents of social change. As such, preservice teacher education programs are capitalizing on ways to enhance preservice teachers’ ability to appropriately respond to cultural ersity. Intercultural immersion programs allow opportunities for students to be embedded in the breadth and depth of human experience so students will better understand themselves and the “cultural other.” This particular program involved 20 Australian preservice teachers in a 3-week immersion in Kenya. This article explores the expectations leading into the program as a means to better understand participants’ perceptions prior to their departure in order that the entire immersion journey may be fully documented. Analysis of survey responses, semi-structured focus group interviews, and written applications revealed expectations that fell into three categories: personal, professional, and cultural. ___ El aumento de la migración global a través de fronteras geográficas, lingüísticas y culturales ha dado como resultado que las escuelas australianas sean cada vez más ersas, tanto desde el punto de vista cultural como lingüístico. Este tipo de experiencias es de vital importancia para que los docentes en formación desarrollen una perspectiva global, adquiriendo conocimiento, competencias y capacidad de razonamiento que les permitan responder eficazmente a la ersidad cultural, y que, de esta manera, reconozcan sus aptitudes como agentes del cambio social. Asimismo, estos programas de formación docente están aprovechando las formas de mejorar la capacidad de los profesores para responder adecuadamente a la ersidad cultural. Los programas de inmersión intercultural ofrecen a los estudiantes la oportunidad de integrarse en extensión y profundidad a la experiencia humana, en aras de una mejor comprensión de sí mismos y de la “cultura del otro” Este programa en específico involucró a 20 profesores australianos en una inmersión total de tres semanas en Kenia. Este artículo analiza las expectativas del programa como medio para comprender mejor las percepciones de los participantes antes del viaje y así poder documentar a cabalidad la experiencia de inmersión. Las respuestas a las encuestas, las entrevistas semiestructuradas a grupos focales y las solicitudes por escrito revelaron que las expectativas se idían en tres categorías: personal, profesional y cultural.
Publisher: Routledge
Date: 31-03-2020
No related grants have been discovered for sean kearney.