A cross-cultural comparison of student learning patterns in higher education

Marambe, K. N., Vermunt, J. D., & Boshuizen, H. P. A. (2012). A cross-cultural comparison of student learning patterns in higher education. Higher Education, 64(3), 299-316. doi:10.1007/s10734-011-9494-zThe aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European country The Netherlands. Students reported use of learning strategies, metacognitive strategies, conceptions of learning and learning orientations were compared in two ways: by analyses of variance of students' mean scale scores on ILS scales, as well as by comparing the factor structures of the ILS-scales between the three studies. Results showed most differences in student learning patterns between Asian and European students. However, many differences were identified between students from the two Asian countries as well. The Asian learner turned out to be a myth. Moreover, Sri Lankan students made the least use of memorising strategies of all groups. That Asian learners would have a propensity for rote learning turned out to be a myth as well. Some patterns of learning turned out to be universal and occurred in all groups, other patterns were found only among the Asian or the European students. The findings are discussed in terms of learning environment and culture as explanatory factors. Practical implications for student mobility in an international context are derived

Academic and social integration and study progress in problem based learning

The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress

The influence of interactions with students for the development of new academics as teachers in higher education

The aim of the current investigation was to provide an insight into how new lecturers in higher education develop as teachers and to identify some of the main influences upon this development. A qualitative, longitudinal design with three semi-structured interviews over a 2-year period was employed with eleven new teachers from a range of higher education institutions and settings. The analysis used case studies, alongside a thematic analysis, to provide fine-grained and idiosyncratic insights into the teachers’ development. The principal finding from the current study was the identification that instances of interactions with students, acted as a core influence upon the new teachers’ development. These instances appeared to provide the teachers with richer and fuller feedback about their teaching. This feedback supported their reflection and influenced the way in which they thought about teaching. Based on these findings it is suggested that teacher development could be enhanced by focussing upon specific instances of interactions with students as these instances provide specific and tangible moments that allow individuals to reflect upon and discuss their conceptions of teaching

ERGONOMIA E SEGURANÇA EM ATIVIDADES EXTRATIVISTAS NO ESTADO DO ACRE

A ergonomia é a ciência que estuda a adaptação do trabalho ao homem, tendo como objetivo a melhoria das condições de saúde, segurança e bem estar do trabalhador. Apesar de existirem diversos estudos de ergonomia em vários setores, ao que tange atividades extrativistas, ainda são poucas as informações obtidas. Esta pesquisa teve como objetivo analisar e compreender as condições de trabalho, saúde e segurança das atividades na coleta e transporte de castanha e açaí na Reserva Extrativista Cazumbá - Iracema no Estado do Acre, a fim de propor sugestões à referida categoria a partir da análise dos fatores ergonômicos. As variáveis analisadas foram os fatores humanos, ambientais (clima e iluminação), carga física, posturas adotadas e o manuseio de cargas. Foram avaliados ao total 40 trabalhadores. De acordo com os resultados, os trabalhadores tinham idade média de 35 anos, peso médio de 69 kg, baixo índice de analfabetismo (2,3%), de origem predominantemente rural (94,1%), tendo um consumo alto de bebidas alcoólicas (49%) e tabaco (15%). A maioria dos trabalhadores já tiveram acidentes em suas atividades. A exposição ao calor e a iluminância foram considerados elevados e inadequados entre os horários de 12 e 13:30 horas. A carga física foi considerada moderadamente pesada na maioria das operações, destacando-se o transporte de castanha e a coleta do açai, sendo considerados pesados. As posturas mais prejudiciais foram observadas na coleta do açaí e no transporte de castanha. O manuseio de cargas apresentou alto risco de lesão nas atividades de transporte de castanha. Para melhoria das condições de trabalho, saúde, bem estar e segurança, deve haver uma conscientização a fim de diminuir os vícios e fiscalização para que haja o uso devido dos equipamentos de proteção individual. Ainda assim, os trabalhadores devem ser treinados e conscientizados para utilizar medidas adequadas de controle onde os níveis de exposição a iluminância são elevados. Também necessita-se de adoção de tempo de repouso por hora efetiva de trabalho nas atividades de coleta do açaí e transporte de castanha. A fim de evitar danos a coluna do trabalhador, é necessário a adoção de pausas durante as atividades de coleta e transporte de ambas as cadeias analisadas. E com relação ao manuseio de cargas é necessária uma reorganização ergonômica a fim de reduzir o peso manuseado para execução da atividade de transporte de castanha. Palavra - chave: Processo Produtivo, Unidades de Conservação, Condições de Trabalho

Advances in heterometallic ring-opening (co)polymerisation catalysis

Truly sustainable plastics require renewable feedstocks coupled with efficient production and end-of-life degradation/recycling processes. Some of the most useful degradable materials are aliphatic polyesters, polycarbonates and polyamides, which are often prepared via ring-opening (co)polymerisation (RO(CO)P) using an organometallic catalyst. While there has been extensive research into ligand development, heterometallic cooperativity offers an equally promising yet underexplored strategy to improve catalyst performance, as heterometallic catalysts often exhibit significant activity and selectivity enhancements compared to their homometallic counterparts. This review describes advances in heterometallic RO(CO)P catalyst design, highlighting the overarching structure-activity trends and reactivity patterns to inform future catalyst design

Factors confounding the assessment of reflection: a critical review

BACKGROUND: Reflection on experience is an increasingly critical part of professional development and lifelong learning. There is, however, continuing uncertainty about how best to put principle into practice, particularly as regards assessment. This article explores those uncertainties in order to find practical ways of assessing reflection. DISCUSSION: We critically review four problems: 1. Inconsistent definitions of reflection; 2. Lack of standards to determine (in)adequate reflection; 3. Factors that complicate assessment; 4. Internal and external contextual factors affecting the assessment of reflection. SUMMARY: To address the problem of inconsistency, we identified processes that were common to a number of widely quoted theories and synthesised a model, which yielded six indicators that could be used in assessment instruments. We arrived at the conclusion that, until further progress has been made in defining standards, assessment must depend on developing and communicating local consensus between stakeholders (students, practitioners, teachers, supervisors, curriculum developers) about what is expected in exercises and formal tests. Major factors that complicate assessment are the subjective nature of reflection's content and the dependency on descriptions by persons being assessed about their reflection process, without any objective means of verification. To counter these validity threats, we suggest that assessment should focus on generic process skills rather than the subjective content of reflection and where possible to consider objective information about the triggering situation to verify described reflections. Finally, internal and external contextual factors such as motivation, instruction, character of assessment (formative or summative) and the ability of individual learning environments to stimulate reflection should be considered

The techno-ecological practice as the politics of ontological coalitions

The paper focuses on the art projects aimed at visualizing (grasping) the physical or biological phenomena through interfaces and / or installations designed specifically for such purpose. Such works often mirror the post-­digital condition of our time where the digital technologies constitute the common background for everyday activities, no longer having the allure of "new" and "exciting" (Berry, Dieter et al., 2015). In this process, both the networked technologies of wireless communication and the act of crossing the boundaries between the digital and the physical play the crucial role as the post-­digital networked imagery increasingly becomes directly connected to the physical environment. I would like to ponder on the questions of processuality and relationality involved in such instances where the complexity of the hybrid works of art clearly transgresses the paradigm of representationalism (Thrift, 2008;; Anderson and Harrison, 2010;; Kember and Zylinska, 2012). The particular attention is given to the fact that such artworks bond different ontological realms (discursive, physical, digital) and different agents (human and non-­human, carbon-­based and software-­based) forging “ontological coalitions” (Malafouris, 2013). Throughout the article the mutlirealist and relational perspective is offered, inspired by the propositions of Gilbert Simondon and Etienne Souriau. Based on the research project supported by National Science Centre Poland ("The aesthetics of post-­digital imagery: between new materialism and object-­oriented philosophy", 2016/21/B/HS2/00746)