June 9 (10)

Promoting Active Teaching and Learning Spaces at Tertiary Level

Promoting Active Teaching and Learning Spaces at Tertiary Level

Active Learning is an approach to instruction which engages students with the material they study through reading, writing, discussion and problem solving techniques which will promote analysis, synthesis, evaluation and reflection of class content.

This active learning concept is based on learner-centred principles: that learning is active and learning is social. In the face of the current curricular reform presented by the National Standard Curriculum introduced by Ministry of Education Youth and Information (MOEYI) a conceptual shift is required in designing learning spaces to meet the needs of the 21st Century learner. There is also the need to build the skills needed in the workplace through effective communication, working collaboratively, thinking critically and creatively. Good learning spaces facilitates the convergence of technology, pedagogy and space (physical or virtual). Oblinger (2004).

Space impacts on the interaction between students and students, and between students and faculty. Learning spaces create expectations of behaviour, suggests how to act, and communicates what is valued. The notion of place, time and space has changed with the advent of the Internet. Space is now represented not only as physical but also includes the virtual. This results in an expansion of the space being defined not by the “the class” but by “learning”. Learning spaces in institutions convey the institution’s philosophy about teaching and learning.

This presentation will explore teaching Strategies of the active (STEM/STREAM) classroom as well as the creation and use of the learning environments which facilitate active learning.

Speaker:
Yanique Brown
Adult Learners’ Online Learning Experience: Methodologies, Motivations and Student Perceptions.

Adult Learners’ Online Learning Experience: Methodologies, Motivations and Student Perceptions.

Preliminary investigation revealed that many studies conducted on adult learning focused primarily on the experience of learning in a physical classroom. There was limited research that concentrated on how adults learned in a virtual classroom.

This study provides an in-depth qualitative analysis of the online experience of adult learners enrolled in an online post graduate degree program. The research creates the groundwork for determining the level of cognitive engagement, student motivations and perceptions. It also observes the andragogic methodologies utilized within the online learning environment.

The methodological framework used to conduct and analyze the online learning experience of adult learners included: web-based questionnaires, an online forum discussion and document analysis.

The study collated data relating to several factors that included the participants' feelings towards the use of technology in their classrooms and the professor's perspective of the online learning experience. This involved, at the most basic level, teaching and assigning work to students; more substantially, the instruments gave insight into strategies proving to be most effective online.

This study augments the discourse surrounding adult education and the integration and dissemination of technology, by identifying the levels of cognitive engagement among students enrolled in online learning courses.

The results indicated that 81% of students received scores above 70% despite a majority of these adult learners reporting that they were not completely engaged on a cognitive level. Additionally, the study found that active learning strategies enhanced learning and fostered selfefficacy and intrinsic motivation, necessary for critical thinking and deep learning.

Speaker:
Yanique Brown
TVET: Bridging the Gap between Secondary Education and Career Development

TVET: Bridging the Gap between Secondary Education and Career Development

Technical and Vocational Education and Training (TVET) has emerged as a dynamic force of influence which instigates social and economic development. The strategic implementation of policies and practices within education reflect distinctively on the productivity experienced in schools and on a national level. This research paper, utilizes a mixed methods approach to explore the students’ perception of the pursuit of TVET during high school. The project enabled students to voice their opinion on the access they have been given to TVET. The results showed that the students held a clear understanding of the benefits associated with having access to TVET and were confident in their pursuit at the secondary stage of education. The students thought that their parents were supportive and found solace in the access they had to TVET in high school; the parents felt that the opportunity created an impactful linkage with career development. The findings are significant as they provide insight into a territory of education that is rarely ventured into by research and encourages administrators to consider the views of the students and act on them. Community Colleges have been established as a reliable platform for high school graduates to transition into tertiary education. It is imperative that these colleges establish relationships with the High Schools – the students, teachers, parents and other stakeholders and forge relationships towards proper career development advisement.

Unearthing Beauty Ideals: The Relationship Between Skin Colour, Body Esteem, Self Esteem and Sexual Self Esteem – A Gender Comparison

Unearthing Beauty Ideals: The Relationship Between Skin Colour, Body Esteem, Self Esteem and Sexual Self Esteem – A Gender Comparison

Beauty is a concept that is abstract and subjective to the internalised norms of an .individual’s society; relative to a number of social and cultural factors. This immediate study highlighted the salience of skin colour as a fundamental element of beauty, especially in the Western Hemisphere. The study sought to establish perceived ideal skin colour, perceived ideal skin colour, perceived actual skin colour, body, sexual and self-esteem. An eclectic theoretical approach is proposed as an explanatory frame where the idealization of and adjustment to mid-ranged skin complexions might be related to colourism, social representations, social affirmation, social learning, psychosocial development and identity due to creolization and to socialization. A mixed methods approach was used to collect the data from a convenient sample of 132 males and females in Kingston. A semi-structured interview used to ascertain participants feelings and perceptions about various skin tones which was assessed using content analysis. Three standardises scales were used to asses participants body, sexual and self-esteem. The findings indicated that participants predominantly idealize mid toned skin colours, which was justified by various media influences. Factors such as social learning, social support/influence, colourism, social identity and social representations explained the main findings. Majority of the participants had positive esteem scores, however individuals with middle toned skin colours had the highest scores. The findings were discussed in light of pertinent literature. The findings of the study have implications for identity formation, and psychological well-being of adults. Recommendations were made for attaining and maintain psychological well-being.

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