Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
962
result(s) for
"Learning-Research"
Sort by:
Understanding teaching and learning : classroom research revisited
Written by emerging and experienced classroom researchers from several countries as part of a project aimed at building on and extending Professor Graham Nuthall's (1935-2004) research and promoting the conducting, teaching and supervision of classroom research. --Derived from cover (p. [4]).
Book
Practical Wisdom for Conducting Research on Service Learning
For scholars seeking to undertake consequential research in service-learning and community engagement (SLCE) at a time when there is widening interest in and increasing acceptance of research in this field as a primary area of scholarship, this book provides accounts by preeminent scholars about the trajectories of their research, their methodologies, lessons learned along the way, as well as their views about the future direction of the field.The contributors to this volume represent a range of disciplines and fields including education, history, organizational leadership, political science, philanthropic studies, psychology, and public health, as well as both qualitative and quantitative traditions, and offer models of scholarly learning that contribute to a knowledge base that can guide practice and further the broader public purposes of the academy.They articulate how they view their research on SLCE as having broader purposes that matter to them personally as well as professionally and illustrate how the \"why\" and \"to what end\" of their research can evolve as a program of research develops and matures across time. They identify key choices they made in terms of inquiry and methodology, describe both successes and challenges in establishing and navigating a SLCE research agenda across their careers, and share lessons learned from their research journey to advance the field both domestically and abroad. Emerging from these narratives is a theme of practical wisdom that arises through the learning of researchers, students and communities as they engage with complex social contexts.
eBook
Rethinking lean supplier development as a learning system
PurposeThis paper investigates developing a learning-to-learn capability as a critical success factor for sustainable lean transformation.Design/methodology/approachThis research design is guided by our research question: how can suppliers learn to learn as part of a buyer-led collaborative lean transformation? The authors adopt action learning research to generate actionable knowledge from a lean supplier development initiative over a three-year period.FindingsDrawing on emergent insights from the initiative, the authors find that developing a learning-to-learn capability is a core and critical success factor for lean transformation. The authors also find that network action learning has a significant enabling role in buyer-led collaborative lean transformations.Originality/valueThe authors contribute to lean theory and practice by making the distinction between learning about and implementing lean best practices and adopting a learning-to-learn perspective to build organisational capabilities, consistent with lean thinking and practice. Further, the authors contribute to methodology, adopting action learning research to explore learning-to-learn as a critical success factor for sustainable lean transformation.
Journal Article
International handbook of research on conceptual change
Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students' difficulties in learning.
In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
eBook
PBL in engineering education : international perspectives on curriculum change
During 20142015, a series of webinars entitled PBL History and Diversity was broadcast from the UNESCO Centre for PBL in engineering science and sustainability at Aalborg University. Problem Based Learning (PBL) is problem based, team based, self-directed, project organized or contextual learning processes. The goals of the webinars were to understand PBL philosophies, models, and practices and further, to relate the models through learning principles and dimensions. This book arises from the webinar series. The PBL programs described in the chapters of this book were highlighted in the webinar series. The intended audience for the book includes higher education institutions as well as researchers and practitioners who aim to implement, or change, their teaching and learning practices to PBL. The programs highlighted represent engineering education, however the case examples are described taking PBL principles as the point of departure which can make this book an inspiration for other disciplines and areas of educational research.
Book
Interactional Research Into Problem-Based Learning
Problem-based learning (PBL) has been deployed as a student-centered instructional approach and curriculum design in a wide range of academic fields across the world. The majority of educational research to date has focused on knowledge-based outcomes addressing why PBL is useful. Researchers of PBL are developing a growing interest in qualitative research with a process-driven orientation to examining learning interactions. It is essential to broaden this research base so as to support PBL designs and approaches to leading students into higher-order thinking and a deeper approach to learning. Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led approach such as PBL. Included are studies that focus on learning in situ and go beyond measuring the outcomes of PBL. The goal is to further expand the PBL research base of qualitative investigations examining the social dimension and lived experience of teaching and learning within the PBL process. A second aim of this volume is to shed light on the methodological aspects of researching PBL, adding new perspectives to the current trends in qualitative studies on PBL. Chapters cover ethnographic approaches to video analysis, introspective protocols such as stimulated recall, and longitudinal qualitative studies using discourse-based analytic approaches. Specifically, this book will further contribute to the current educational research both theoretically and empirically in the following key areas: students’ learning processes in PBL over time and across contexts; the nature of quality interactions in PBL tutorials; the (inter)cultural aspects of learning in PBL; facilitation processes and group dynamics in synchronous and asynchronous face-to-face and blended PBL; and the developing nature of PBL learner identity.
eBook
Why should I be interested in phenomenographic research?
Phenomenographic research has had a substantial impact on approaches to higher education teaching and learning and academic development. However, prevalent misunderstandings of phenomenography have led to misinterpretations by higher education scholars of findings published in the literature. All scholars need to be able to read and evaluate research literature outside their own methodological areas. But pre-existing assumptions and misinterpretations of phenomenography can limit and distort scholars' understandings of research findings, and the implications of those findings. To investigate this further, an empirical study of variation in what educational researchers understand phenomenography to be was undertaken. The aim is to improve non-phenomenographic scholars' ability to interpret and make use of phenomenographic findings in the literature, without having to read specialised methodological articles about the approach. The study highlights five dimensions of phenomenography that higher education scholars need to be aware of in order to maximise the value they will gain from reading phenomenographic studies: (a) the distinctiveness of the method; (b) the focus on variation in understandings of a phenomenon; (c) the focus on structural relationships between the different understandings; (d) the pedagogical utility of the findings; and (e) the implications for everyday thinking. Using the example of postgraduate programs in higher education teaching and learning, the discussion of findings explains the implications of awareness of these different dimensions of phenomenography for the interpretation of research outcomes and their implications for pedagogy. (HRK / Abstract übernommen).
Journal Article