Developing the learner voice

This paper presents three innovative projects in UK prisons which provide opportunities for students in prison to take greater ownership of their learning, recognising that this has significant benefits in a wider context. These include giving students responsibility for administration and peer support, Student Councils offering students voices to be heard and academic seminars to introduce prisoners to exciting new areas of study. Central to each of these is a strong commitment to “ensure that the student voice is present in decision making” (The Open University, 2018). Future plans and possibilities for building learning communities are proposed

DELPHI METHOD: THE DEVELOPMENT OF ROBOTIC LEARNING SURVEY IN TERTIARY EDUCATION

This article clarify the development of instrument which is related with robotic based learning by using the Delphi methods. The Delphi method provides the chance for researchers to gather input from participants without demanding them to work face-to-face. Often, the process is used to find consensus among experts who have different opinions and observations. The Delphi method enables group problem-solving using an iterative process of problem definition, discussion, feedback, and revisions. This paper discussed the basics of the Delphi method, its application potential, the selection of expert panels and the means on how consensus can be reached among the participants and also the procedure to obtain the final criteria of robotic learning which is 67 from 188 initially

Counselor Educators\u27 Acceptance of Immersive and Interactive Virtual Reality as a Pedagogical Tool

This study explores the acceptance of immersive and interactive virtual reality (IIVR) among counselor educators in higher education. It aims to identify the factors influencing their intentions to use IIVR as a teaching tool by examining relationships between various predictors and behavioral intention. This representative survey reveals significant positive correlations between behavioral intention and performance expectancy (r =.56), effort expectancy (r = .40), and social influence (r = .55), confirming that these predictive factors play a vital role in IIVR acceptance. Additional analyses indicate that age and gender do not significantly moderate these relationships, suggesting a universal inclination toward adopting IIVR technology across different demographics of counselor educators. The results emphasize the need for enhanced teaching efficiency, ease of use, and organizational support to foster IIVR integration. Developing user-friendly interfaces and comprehensive training are essential for reducing hesitancy and increasing IIVR adoption. Additionally, these tailored IIVR programs must be designed to support counselor educators’ needs by enhancing their teaching performance and reducing workload. Addressing these factors can pave the way for effective IIVR integration in counselor education, potentially transforming pedagogical approaches and improving educational outcomes. These insights contribute valuable knowledge to technology adoption in education and highlight critical areas for future research and development

A Transcendental Phenomenological Study of the Lived Experiences of Middle Managers: Self-determined Lifelong Learning in the Banking Industry

The purpose of this transcendental phenomenological study was to describe the experiences of middle managers in the banking industry practicing heutagogy to develop lifelong learning skills. The theory guiding this study is Deci and Ryan’s self-determination theory and its relationship with lifelong learning. This study aimed to answer the central research question: What are the lived experiences of middle managers in the banking industry practicing heutagogy to develop lifelong learning skills? Data collected from individual interviews, focus groups, and journal prompts were synthesized using open and axial coding to identify patterns and connections in the resulting data. Data analysis followed the Stevick-Colaizzi-Keen method described by Moustakas. Following an in-depth analysis of the collected data, five major themes emerged. Learning and employment growth, lifelong learning and adaptation, organizational implementation of learning, referrals and career advancement, and personal growth through experience and accomplishment offer a valuable perspective into middle managers\u27 experiences in the banking industry practicing heutagogy to develop lifelong learning skills. These themes provide insight into the various aspects of their personal and professional growth journey. The study concludes by discussing the implications and findings for future research

Learner ownership of technology-enhanced learning

Purpose This paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership. Design/methodology/approach The paper uses a variety of examples of technology-enhanced learning ranging from open-source software to cloud storage to discuss the three types of ownership. Findings It is suggested that learners do not yet own technology-enhanced learning and that, at present, there are different degrees of learner ownership depending on whether technical, legal or psychological ownership are considered. Originality/value The discussion presented here is the first to consider all three types of ownership of technology-enhanced learning and demonstrates the complexity of the issue when this broad view is considered. </jats:sec