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VOLUME 13 NUMBER 3 October 2015
Table of Contents
Mentorship in the Professional Practicum: Partners Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work ........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Students Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course ..................................... 150
Emre Erturk
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
An Exploration of Student-Teachers Views about the Practice of Postgraduate Diploma in Teaching: English
Major Prospective Teachers in Bahir Dar and Haromaya Universities, Ethiopia ..................................................... 192
Demis Gebretsadik, Haileslasie Beyene and Dawit Tesfaye
1
Jane P. Preston
University of Prince Edward Island
Charlottetown, Prince Edward Island, Canada
1.1 Introduction
Although the mentorship process traces its beginnings to ancient Greek times
(Hansman, 2002), its universal popularity across the professional-education
landscape has increased substantiality over the past three decades (Caldwell &
Carter, 2005). At its core, mentorship is a teaching/learning, developmental
relationship (Kram, 1985), whereby mentors who have accumulated more expertise,
experience, and knowledge in a particular field, assist protgs, who possess
relatively less knowledge and skills in the discipline, to develop their related
professional competence and confidence (Hennissen, Crasborn, Brouwer,
Korthagen, & Bergen, 2011; Ralph & Walker, 2014b; Rose Ragins & Kram, 2007).
The purpose of this present project was to examine the perspectives of teacher-
education mentors and their protgs, regarding the effectiveness of the mentoring
program within their extended-practicum placements. We identified two research
questions for the mentors and protgs, namely, what was effective in the
mentorship process and what was ineffective in it? We analyzed the data generated
from the interviews in the light of previous pertinent research, and we raise
implications of these findings for improving the mentorship process for practicum
pre-service education in all professional disciplines.
1.2 Background
The literature across the occupational spectrum has repeatedly identified a number
of benefits of effective mentorship for all participants (Clutterbuck, 1987; Philpott,
2015). At the same time, however, some research has also indicated the existence of
perplexing mentorship problems that seem to re-appear across professions and
cultures (Allen & Eby, 2007; Long, 1997; Ralph, Walker, & Wimmer, 2008; Yaman,
2013). For instance, relationship difficulties such as the emergence of partner
insincerity/dishonesty, the operation of power differentials between mentors and
protgs, and the miscommunication or misinterpretation of partners actions may
lead to increased mentorship conflicts (Hamlin & Sage, 2011; Ralph, Walker, &
Wimmer, 2007, 2009a; Scandura, 1998). Often, too, these deficiencies are
prematurely ignored, inaccurately diagnosed, or inappropriately dismissed with
expressions like we simply have a personality clash or my protg (or mentor) is
just intransigent (or stubborn or lazy) (Ralph, 1998), rather as being accepted as
opportunities for growth that need to be engaged (Tillema, Smith, & Leshem, 2011).
In another vein, some researchers and practitioners believe that such mentoring
issues are normal characteristics of the human condition that inevitably appear
whenever two or more individuals interact (Eby, 2007; Scandura, 1998). However,
our own previous research has suggested that some of these mentoring limitations
can be traced directly to the mentors mismatching of his/her mentoring response
or style with the existing developmental level of the protg to perform a specific
task or skill set (Ralph, 2005; Ralph & Walker, 2013). For instance we found that: (a)
when a mentor/protg pair has a clear conceptualization of the holistic
mentorship process; (b) when partners understand each others role/responsibility
in that process; and (c) when a mentor appropriately adapts his/her mentorship to
meet the protgs changing learning needs, then many of the seemingly
unavoidable difficulties can be appreciably reduced (Ralph, 1998; Ralph & Walker,
2014a, 2014c).
The importance of mentorship has been documented in nearly all professional
disciplines (Neville, Sherman, & Cohen, 2005), such as in professional pre-service
preparation (Feiman-Nemser, 1996; Kleiger & Oster-Levinz, 2015), professional in-
service education (O'Brien, Rodriguez, & McCarthy, 2006; Richter, Kunter, Ludtke,
Klusmann, Anders, & Baumert, 2013), occupational training (Wilding, Marais-
Strydom, & Teo, 2003), and apprenticeship programs (Tilley & Callison, 2007).
2.2 Participants
Typically, phenomenological studies involve a small number of individuals,
who are interviewed by the researchers in an effort to collect pertinent data
regarding the interviewees views of a phenomenon or process being studied
(Christensen, Johnson, & Turner, 2014; Merriam, 2009). Our study involved nine
teacher candidates (protgs) and five practicum advisors (mentors who were
university faculty members or sessional staff).
2.3 Procedure
The 14 participants were individually interviewed using a semi-structured
interview format (Merriam, 2009), in which each interviewee described his/her
respective experiences within the teaching practicum in a Bachelor of Education
program in an Atlantic Canadian university. Their teaching practicums were
located within elementary and high schools across the province, and were
representative of all subject levels.
Each interview was audio-recorded and transcribed. We initially read the
transcripts to provide familiarity of content or openness to all detail (Wertz,
2011, p. 131). Thereafter, we reread each participants interview in a more
systematic manner. We identified significant statements deemed relevant to the
phenomenon at hand, and we created a preliminary list of key ideas,
commonalities, differences, patterns, and/or categories embedded within the
transcripts. We then analyzed these significant statements for broad patterns,
which converged into broader themes in response to the research purpose
(Christensen et al., 20014). At that point, we reread all interviews ensuring that
the data represented each theme and that we addressed each research question.
We attested that each unit of data fit a composite theme of the process of
mentorship as experienced by the partners.
3.1 Findings
In Table 1, we summarize protgs views of what they perceived as effective
and ineffective aspects of the mentorship process experienced during their
practicum period. For each of Table 1s sub-categories that emerged from the
interview data, we include excerpts of specific interviewee statements that
illustrate these themes. The protgs offered slightly more negative observations
(68 of 130 discrete units) than they did for the effective category (62 of 130 units).
Category Percentage
Effective aspects (n =62)
Category Percentage
______________________________________________________________________________
Ineffective aspects (n = 30)
______________________________________________________________________________
Note. In separate interviews the 5 university advisors presented a total of 120 specific
points, 75% of which described their perceptions of effective elements and 25% that
identified ineffective aspects. Percentages indicate portions of the 120 total points.
Percentages may not total 100 due to rounding.
process that occurred during the practicum. Compared to the protg cohort (9
individuals raising 130 specific points), the mentors generated a comparatively
larger number of statements overall in proportion to the number offered by the
protgs (5 people identifying 120 discrete elements).
4. Limitations
Although the number of interviewees was relatively small, we were not
seeking generalizability in the quantitative-research sense, but rather we were
searching for transferability of findings, in that perspectives of the participants
in this study might help inform the mentoring practices of mentorship
stakeholders in practicum programs across the disciplines. Also, we began
our semi-structured interviews with only two key questions, but because of
the nature of this investigative method, participants early responses logically
led the interviewer to pose additional questions and/or to extend prompts
inviting interviewees to expand, elaborate, or explain their initial
comments. This probing process produced an enriched data field.
5. Discussion
We analyzed the interview data according to the two original research
questions for each cohort, and synthesized the findings in Tables 1 and 2. We
then made five general observations based on this data-analysis. Our first
observation was that both cohorts identified a similar grouping of positive
qualities that they witnessed in the mentorship program (e.g., supportive
mentors, positive mentor/protg relationships, helpful feedback, and clear
communication). However, the relative order of these strengths differed for
each group depending on their respective positions in the mentoring process
For example the protgs included unique data that acknowledged their
mentors professional credibility and their appreciation of being able to work
closely with fellow protgs. The mentors, on the other hand, recognized the
input of co-operating teachers in the mentoring process and they valued the
practicum manual provided by the university in clarifying expectations for all
partners.
6. Conclusion
The results of this study taken together confirmed that: (a) although
mentorship practices differ across professions and cultures, the overall
mentoring process is characterized by similar sets of positive features (that
practicum organizers should strive to maintain) and negative elements (that
they should work at eliminating); (b) specific mentorship training and
ongoing mentor support were needed in order to enhance mentoring
effectiveness; (c) protg input should not be discounted or ignored, because
it can contribute valuable insights for improving mentorship; (d) mentorship
deficiencies can be reduced when practicum organizers and mentorship
participants collaborate to deal specifically with those limitations; and (e) one
mentorship model called Adaptive Mentorship, which the authors have
developed and researched during the past two decades (), has been shown to
help participants who implement it to improve the mentorship process in
their respective disciplines, such as nursing (Fauvel-Benot, Kerr, Ponzoni, &
Arnaert, 2014), second language instruction (Khoii, 2011), and teacher
education (Salm & Mulholland, 2015).
In conclusion, we believe that the findings from this present study, viewed in
the light of previous related research, combine to amplify the call to all
interested mentorship practitioners across the professional-education
landsscape to make concerted efforts in sharing their unique mentoring
experiences and insights with one another (Noe, Greenberger, & Wang, 2002;
Ralph & Walker, 2014a). Although each professions educational philosophies
and practices are idiosyncratic, there are enough commonalities within the
mentorship process for all interested stakeholders to relinquish conventional
turf protection tendencies and come together in joint conferences, seminars,
or colloquia to inform each other of strategies they have found effective in
enhancing the mentorship of prospective practitioners in their respective
professions. We are convinced that such cooperation will serve to improve
practicum programs.
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Introduction
Upon returning home, I have a gained a more global perspective as well. I have noticed
that I listen more keenly when I hear situations on the news about other countries, i.e.
the attack on Israel, and simple things even my selection in movies. I am beginning to see
the bigger picture in politics, education, and even at home. I guess you can say that I am
beginning to think outside the box. Teacher candidate
This deeply felt reflection was written by a teacher candidate who participated
in a transformative international experience with a professor and 23 peers from
an urban university in southern California. The goal of the experience was to
positively impact the preparation of preservice teachers by developing their
dispositions regarding global awareness. The project was part of a larger
Literature Review
Educational researchers have long documented the need for teacher education
programs to create a teacher force that understands and can accommodate
student diversity (Horsley, & Bauer, 2010; Miller, Bennett, Carter, Hylton-Fraser,
Castle, & Potter, 2015; Ryan, A. M., Heineke & Steindam, 2014). The National
Council for the Accreditation of Teacher Education (NCATE), has created
standards for the education of teachers that includes addressing the need for
understanding the many aspects of diversity. For example, NCATEs Standard 4:
Diversity requires teacher education programs to ensure Experiences provided for
candidates include working with diverse populations, including higher education and P
12 school faculty, candidates, and students in P12 schools. (NCATE, 2008, p.12).
Visiting schools within another nation provides teacher candidates with first-
hand experiences of schooling in a culture other than their own and expands
their teacher preparation course work in the area of global studies. It has been
documented in the literature that these international experiences result in
teacher candidates dispositional growth and expanded worldviews (Williams,
2005; Sachau, Brasher & Fee, 2010; Mahan & Stachowski, 1987). Moreover, this
global dimension is considered an essential element in teacher education
programs (Willard-Holt, 2001) and one that positively impacts teacher
candidates professional and personal development (Brindley, Quinn, & Morton,
2009; Pence & Macgillivray, 2008) and cultural awareness (Osler, 1998;
Stachowski, Richardson, & Henderson, 2003).
Those who have been charged with the education of new teachers keenly
appreciate their responsibility to increase both the global understandings and
multicultural pedagogical skills of teacher candidates (Paige & Goode, 2009;
McCalman, 2014). The literature strongly suggests that visitations to schools in
another nation augments teacher candidates cultural learning through direct
interaction with students and teachers (Mahon & Cushner, 2007; Matthews, &
Lawley, 2011; Stachowski, Richardson, and Henderson, 2003).
Context
The Education Department at one urban university in Southern California
adopted, as one of its four strategic goals, the development of highly effective,
socially responsible, and marketable students through International Programs. This
goal was influenced by the framework of Gilliom (1993) who proposed two
critical tenants for teacher education programs, (1) preservice education
programs should be designed to cultivate a global perspective in students
preparing to teach, and (2) teacher educators, themselves, must be committed to
global education if they are to prepare globally oriented teachers effectively (p.
40). In support of this goal, the current project became dedicated to creating
Transformative Experience
Transformative learning is concerned with how learners construe, validate,
and reformulate the meaning of their experience (Cranton, 1994, p. 22). Central
to transformative learning theory is a change that leads to the development of a
new meaning structure (Moseley, Reeder, & Armstrong, 2008). Mezirow (1997)
views transformative learning as the essential component of adult education,
because it helps the individual become a more autonomous thinker by learning
to negotiate his or her own values, meanings, and purpose rather than
uncritically acting on those of others (p. 11). This was the goal of the projectto
lead the teacher candidates to a newly enhanced worldview so that they, then,
may assist in the education of globally competent students.
Description of Program
A partnership was established between our institution and a university program
in the UK to investigate how international experiences impact the beliefs and
dispositions of future teachers and also may lead to a transformative experience
in their lives. The program is termed short-term as opposed to an entire
semester or year. These short term experiences usually extend for one to two
weeks and are intended to provide an overview of the culture and the schooling
in that nation. Sometimes short-term programs are criticized for being so short
that it is almost like a travel tour. However, experts agree that if the class has
had significant pre-class assignments and readings and post-class debriefings,
then, the experience, while short, may still serve to be transformative (Cwick &
Benton, 2005). If properly structured, the pre-trip course sessions have the
potential of engaging students at the outset for a transformative experience.
Following is an excerpt from a students reflective journal that showcases what
can be accomplished in a pre-trip class:
It was a long day, no one wanted to be at (the university) so late after student teaching,
but we were there. It was the only time we could meet. There was pizza, which took the
edge off, and catching up with friends and professors we had not seen in awhile. All of
us were curious about what we would learn in England but did not know what to expect.
Questions were answered about traveling logistics and housing, last minute details were
hammered out and we all got t-shirts. Then the class started and we began to study
international education and systems of learning in other nations. This was when the fun
began. Despite the fact that we had to be at university late, I found this particular pre-
overseas evening to be one of the most interesting aspects of the course. We compared
and contrasted the way that the different nations had chosen to approach education as
well as the history of education in those nations. I found it very interesting to learn that
although Korea, Singapore, and Finland all ranked high on the international PISA test,
they had extremely different ways of approaching education. Knowing that makes it
clear that one way is not right for every nation, so what is right for America?
We also discussed US education in the context of a larger world, how global education
would benefit our students. There were heated debates about the positives that we saw in
the education systems of other nations and why similar systems either would or would
not work here in the States. This topic and discussion was the real heart of this course,
to make sense of why global education is important for our future students and to see
how the American system can evolve to meet 21st century demands.
This class will impact my future professional aspirations because it has taught me that
having these types of conversations about global education are important. They are
important to for me to reflect on as an educator and they are important for my students
who will be the ultimate benefactors of any new ideas I can generate while learning about
education in other nations. It is vital to study the educational systems of nations because
we can see what works in other nations and possibly work towards improving our own
system. Teacher candidate
Student 2: The teachers in England focus on both skills and strategies. In the United
States we have been learning how to implement similar competencies with the new
Common Core Standards. However, I believe that in the US there is a more solid theory
attached to these new conceptually driven standards. Therefore, I will be able to take the
teaching strategies I observed in my second school visit back to my third grade classroom
and implement them in order to help my students develop critical thinking skills while
using 21st century skills!
Student 3: An aspect that had an impact on my experience was the hands-on inquiry
based learning I saw taking place at the schools I visited. I have learned about inquiry
teaching in my classes in the US but have never seen it implemented. Touching back to
the outdoor education I saw taking place in the fifth grade class, the students were
conducting a science experiment where they were designing a parachute. This had a
positive impact on me because it demonstrates how learning can be fun and exciting for
the students as well as having them engage with sound inquiry-based teaching
strategies. As a future educator, I want to incorporate inquiry-learning projects where
the students are in charge and have a sense of responsibility for their own learning.
Student 4: This entire course has shown me how to incorporate activities where students
learn about other nations viewpoints and their significance. In my class, I want my
students to develop an acknowledgement of others and the realization that they will work
with people who might be completely different from them.
Student 5: In the last school visit I was impressed with the entire school and one teacher
in particular. The students in the class were comprised of many different ethnic
backgrounds. I asked some of the students whether or not they liked their school. Many
students said that they do. In my teacher mind, I decided that I wanted to incorporate
activities so that my future students could learn about other cultures viewpoints
concerning major global events. Why would teaching about other cultures be important
to American students? For me, it because learning about something different means
accepting change.
Student 6: While visiting primary schools in England, I was profoundly moved by the
administrations concern with the holistic development and enrichment of their
individual students. It seemed that headmasters and teachers had close and intimate
relationships with their students and designed their curriculum and school policies for
the greater good of the entire student body. At one of the schools I visited, the headmaster
explained how the school focuses on core values and doesnt just have students memorize
these terms and concepts but encourages students to live them.
Student 7: This school visit also reinforced the importance of building trusting
relationships with families and how important it is for at risk students. This school had
its own caf on campus. It is meant to be a neutral place where teachers can meet with
families in a casual non-threatening or non-intimidating environment. The headmaster
said the most difficult children to reach were those of white, working class families who
have lost trust in the school system. The caf is a place where they can begin to build
relationships and promote trust.
The literature has made it clear that teacher candidates need to be able to instill
in their future students understandings regarding different peoples and cultures
from around the world. To accomplish this goal teacher education programs
must craft opportunities for students to learn about others from a less
ethnocentric mind set. Moreover, preservice teachers need experiences that
cause them to develop their dispositions regarding global awareness and the
complexities of the world around them. Visiting schools in international settings
allows them to seek and to have direct experiences regarding different
philosophies of education as revealed in schooling and teaching practices in
other nations educational systems.
Conclusion
This paper has set forth an argument for including global experiences in teacher
education programs. The overall goal was for teacher candidates in an
international course to fully understand educational practices in another nation
as well as to rethink their own biases, which hopefully led them to assimilate
transformative perspectives grounded in a more fully developed frame of
Finally, the whole experience left me with a hunger for more. I think it would be
amazing to be able to collaborate with teachers all over the world. In addition to
providing my students with 21st Century skills, I am going to find different ways to
reach out across the world to provide meaningful content on global awareness in my
classroom. It is going to be fun! Teacher Candidate
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Katja Fleischmann
James Cook University
Townsville, Australia
Introduction
Designing interactive media is a highly dynamic activity with the majority of
digital media design projects involving extensive use of technology and information
technology (IT) expertise. Designers must confront an increasingly complex
technological environment. Emerging technologies create a variety of new
opportunities for designers, but often require designers to collaborate with other
discipline experts to fully explore their potential. Digital media design students
therefore need to be prepared for a volatile technological future and need to
learn to work with others. Some institutions deal with this situation by teaching
design students computer programming or offering double degrees that cover
design and IT. The authors institution facilitates flexible multidisciplinary
collaboration for undergraduate digital media design students whilst promoting
the simultaneous acquisition of discipline-specific skills (Fleischmann, 2010).
That means students have more time and can specialise in design and build an
understanding of other disciplines (e.g. IT) to be able to communicate and
collaborate effectively. This approach has evolved in a context that increasingly
requires design graduates to be both solidly specialised and flexibly
generalised (Hunt, 2011, p. 87) (Longbottom et al., 2007; Friedman, 2012).
Graduates need to be prepared to approach the increasing complexity of digital
media design projects and the changing technological future as part of
multidisciplinary teams.
Few educators provide a rationale for managing teams in terms of size, team
building processes or, determination of skills, abilities and knowledge of
students who are collaborating. The method of grouping students in teams is
frequently unclear. In some cases student selection for participation in a project
Some educators engage students in team exercises for the purpose of team
bonding and communication. This allows team members to share values,
thought processes and motivations. For example, Nicole and Kreidler (2013)
note that the students found the session entertaining and a great boost to their
team morale. Such high levels of motivation made it easy for the educators to
manage the teams. Other educators report unequal contributions by some team
members (Dong & Spiliotoupoulou, 2010) or the devaluation of a particular
disciplines tasks and input within the team (Brown, Lee & Alejandre, 2009).
This suggests that students lacked understanding of the importance of each
disciplinary contribution in the collaborative process.
Overall there is no clear strategy for educators to follow when facing the task to
form multidisciplinary teams in undergraduate design education. Getting
multidisciplinary teams to work effectively and building an understanding of
other disciplines in students can be a challenging. This is in particular the case
when students from disciplines with different subject cultures work together.
They have a diverse community of practice (Wenger, 2006) that lacks a
common language. For example Design and IT have different work methods,
different learning approaches and different ways of completing projects. Specific
team forming processes and team activities might help building such
understanding and placing students satisfactorily in multidisciplinary teams.
This research therefore explores what team building strategies can help building
effective multidisciplinary teams in undergraduate design education.
Digital media design students are educated for employment in the highly
dynamic, interactive media design industry. The degree program aims to
prepare students for the changing environment they will encounter in the
workplace. In order to foster students as confident, self-directed learners who
During the three years of study, students progress from introductory subjects
such as graphic design and information design to advanced subjects such as web
design and interactive media design. The latter subjects have more complex
production needs requiring depth in more than one discipline, hence are
particularly suited to the introduction of multidisciplinary collaboration. This
paper describes team forming strategies and supporting team activities in two
subjects which are Introduction to Web Design and Interactive Media Design.
Students study the subjects in semesters three and five of the degree.
Considering factors that can influence team building, it becomes apparent that a
one-size fits all approach cannot be applied for the two subjects under
investigation. In the following two different team building strategies are
described which take these influencing factors into account.
Introduction to Web Design (Web Design, 3rd semester) has large student numbers
collaborating (above 120 in two trials) involving at least three disciplines
collaborating (digital media design, multimedia journalism, IT). Students
entering the subject have no prior multidisciplinary teamwork experience. The
subject area (learning how to design and develop websites) is new to all students
regardless of their disciplinary background. While the subject is a mandatory
subject for digital media design students, it can be taken as an elective subject
university wide creating additional challenges. Considering these factors, it was
decided to develop and use an educator-led, highly structured approach to team
building.
Web Design consisted of the following teams for the three-year study: 12 teams
in Trial 1, 20 teams in Trial 2, and 26 teams in Trial 3. Each team typically
included two design students, one multimedia journalism student and two or
three IT students.
Interactive Media Design (Interactive Design, 5th semester) has a smaller cohort of
around 50 students from two disciplines (digital media design, IT) participating
in each trial. The subject is mandatory for both student groups. Digital media
design students have participated in Web Design a year earlier and therefore
have prior multidisciplinary teamwork experience and know their design peers.
Some of the IT students have also participated in Web Design a year earlier but
the majority of students have not. Hence the majority of IT students do not have
experience in collaborating with students from a creative discipline. Considering
these factors, it was decided to develop and use an educator-facilitated, semi
structured approach to team building.
Interactive Design consisted of the following teams for the three-year study: 8
teams in Trail 1, 8 teams in Trial 2, and 9 teams in Trial 3. Each team typically
included two to three design students and two to three IT students depending
on enrollment numbers each year.
Research Methods
This study set out to explore the management of multidisciplinary teamwork in
undergraduate digital media design education and, in particular, it asked to
what extent the developed team building strategies support the building of
effective teams. Multidisciplinary team building strategies were trialled in two
sequentially advancing subjects over three years. An online survey was
conducted after the team building and supporting activities had finished in each
trial. The questions in the survey were designed to produce quantitative data for
a general evaluation and overview (e.g., Did you like selecting your own team
members? Yes/No). Open-ended questions explored the rationales for the
previous answer (e.g., Why?), providing deeper understanding of the students
motivation and learning experience. The data analysis was conducted as follows:
For quantitative data obtained using online questionnaires, the survey
platform (Survey Monkey) automatically provided basic statistical data, such
as the tally of response totals, percentages and response counts.
For qualitative data, the software programme NVivo 10 was used to code and
theme the responses from open-ended questions. A reflexive qualitative
thematic analysis combined codes where applicable. An independent
researcher coded the data.
The focus of this study is on digital media design students (DMDesign). See
Appendix A for participant numbers from each discipline per trial, and response
rates.
Findings
Effectiveness of Multidisciplinary Team Building Strategies and
Supporting Activities
The effectiveness of learning activities often depends on students
understanding of their purpose and relevance to their future careers. Therefore,
students were questioned about their attitude towards multidisciplinary
collaboration at the beginning of each subject. Table 1 shows student views on
the advantage of multidisciplinary teamwork as a 3-year average because
percentage values were similar in each trial for both subjects.
Table 1 shows the students have a highly positive attitude for completing
interactive media design projects as a multidisciplinary team. Importantly,
students with no prior multidisciplinary teamwork experience (Web Design)
also report a positive attitude towards the concept.
Feedback from students on their first impressions of their team or team building
strategy allowed evaluating the effectiveness of the team building strategies and
supporting activities. Feedback from each subject is as follows:
Web Design Highly structured team building strategy. After the teams were
formed and members had completed the supporting activities (e.g. icebreaker)
students were asked to provide feedback on their first impressions of their team.
Table 2 summarises the feedback.
The majority of digital media design students who participated in the highly
structured approach to team building were satisfied with their team makeup at
this early stage of the project. The qualitative feedback revealed that the majority
of the responses were positive in regards to team building and conducted
Although the majority of the students who participated in the semi structured
team building process were satisfied with their teams at this early stage (47 out
57 students), the feedback across the three trials ranges from only 63% of
students being satisfied with their team makeup in Trial 2 to 100% of students
being satisfied in Trial 3. A possible rationale may be that students would have
preferred to be placed in a team by the educators as they had experienced the
previous year. This notion was explored and an overview of results is presented
in Table 4.
Table 4 shows that the majority of students liked to select their own team
members within their discipline. Only two students per trial did not like
selecting their own group members. When asked to reflect on the Speed Dating
experience, the qualitative feedback revealed that the majority of responses
across the three trials were positive: most students enjoyed the Speed Dating
process. They felt it was a good way of learning about other students. A student
stated, Originally I wasn't overly impressed with the speed dating idea,
however after completing the activity I found it to be quite helpful in gaining an
Some negative issues with the Speed Dating included not enough time, overly
complicated, pointless and social problems. While several students described it
as good fun, others noted that they found it weird, awkward, uncomfortable
(DMDesign Student 2, Trial 1). A student commented, I was nervous at first,
but it was a good idea because it forced us to meet everyone and see what
everyone is like (DMDesign Student 11, Trial 2). In Trial 1 and Trial 2 a few
students (belonging to the same team) referred to the Speed Dating as pointless
or stated that it was semi-pointless as we didn't end up with the teams we
initially picked (DMDesign Student 3, Trial 2).
The feedback from digital media design students on the applied team building
strategies shows a good outcome for the two strategies and also on supporting
activities. Positive reflections from students in Web Design on first interaction
with team members, and good communication and exchange within the team at
the start of the process, suggest that engaging teams in icebreaker exercises and
discussions around the Team Agreement Form works well. The design of both
exercises encouraged students to get to know each other, feel comfortable with
one another and discuss concepts of compromise.
The following comments from Web Design students suggest grouping higher
motivated students in a team would improve group selection. When compiling
teams use members who have a history of attending all the lectures or know will
be committed (DMDesign Student 10, Web Design, Trial 3). Another student
commented: The team selection could be improved by being aware of students
abilities past the survey results (DMDesign Student 17, Web Design, Trial 2).
For the semi structured team building strategy applied in Interactive Design,
students who participated in Trial 2 suggested a mix of culture and language as
the following comment illustrates: In our case we had two [international
students] who couldn't speak good English and couldnt understand the project
or their tasks. Each student should have been paired with someone else who is
more adept at speaking English to balance it out and not make it unfair for the
team (DMDesign Student 4, Interactive Design, Trial 2).
Conclusion
This study set out to explore the effectiveness of team building strategies in
managing multidisciplinary teams in undergraduate digital media design
education. In the context of educating a T-shaped design graduate, the goal was
to enable students to approach the increasing complexity of interactive media
projects and the changing technological future in collaboration with others as
part of multidisciplinary teams. The team building strategies were developed to
help students concentrate on acquiring specialised knowledge and skills in new
areas and simultaneously apply the newly acquired knowledge and skills within
a multidisciplinary team context to a project. Teams need to be functional right
from the start and hence team building strategies can help placing students in
teams that work. The two developed and trialled team building strategies, which
included also supporting activities, were sensitive to the different stages and
characteristics of learners.
Although this case study describes strategies and activities developed according
to the particular characteristics of student cohorts at an Australian university,
there is certainly the opportunity to select one strategy or to mix and match
strategies and supporting activities for application in other educational
institutions. The characteristics of undergraduate students are common to many
design disciplines, therefore team building strategies and supporting activities
can be applied in other design areas.
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Appendix A
Student enrolment numbers, survey participant numbers and response rates from the
three-year trial.
Trial 1 Trial 2 Trial 3
Students Students Students
Other Discipline
Other Discipline
Other Discipline
Response Rate
Response Rate
Response Rate
DMDesign
DMDesign
DMDesign
Total
Total
Total
Web Design
Enrolment
33 22 55 N/A 68 59 127 N/A 83 51 134 N/A
numbers
Survey
29 - - 88% 49 - - 72% 65 - - 78%
participants
Interactive Design
Enrolment
35 18 53 N/A 20 32 52 N/A 25 23 48 N/A
numbers
Survey
18 - - 51% 19 - - 95% 20 - - 80%
participants
Appendix B
Web Design: Question catalogue to establish suitability of a student to be placed in a
team that had strength in design, IT and organisation/management.
Teams need to work together during practical time. Which practical time can you
attend?
10-12pm
1-2pm
Either would work for me
As a member of a web project team, I would like my role to be in:
Web design IT
Web design
Management and production of web projects
I am competent in
Photoshop/Illustrator
CSS/HTML
Programming
Writing/researching
I am really keen to learn more about
Photoshop/Illustrator/Dreamweaver for web design
CSS/HTML/Dreamweaver for web development
PHP/MySQL for dynamic websites
Writing/researching/marketing and conceptual development of web projects
What is your work style?
I prefer working on assignments right from the beginning in order to avoid the
last minute stress when the assignment is due.
I need the pressure to build up. I often work on assignments during the last
couple of days/nights before they are due.
Appendix C
Areas to explore during Speed Dating and question examples from students.
Work style
Are you a morning, afternoon or night time worker?
Do you work continuously or in a last minute rush?
Are you a follower or an organiser?
Communication style
How quickly do you usually reply to emails?
Are you happy to collaborate online?
How often are you online?
Motivation
What do you want to get out of this project?
Are you motivated and prepared put in 100%?
The designers want a particular function that you don't know how to code.
Would you give up or research the problem to come up with an answer?
Skills
What are you skills and with which software programs have you worked
before?
Do you know how to use [software], or are you willing to learn its use?
What coding languages do you know?
How long have you been learning [programming language]?
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Introduction
Education for All (EFA) thus committing nations to ensure primary education is
of good quality in respect of better cognitive and non- cognitive outcomes
(Ghartey, 2010).
Assessment of learning achievement report also show that nations south of the
Sahara are among those with less than half of children with minimum literacy
achievement. These findings have been corroborated by the 2015 UNESCO
Report that none of the countries in the region achieved all the goals set at the
beginning of the millennium. In Ghana, for example, as far back as 1994, the
Criterion-Referenced Testing (CRT) repeatedly showed that grade 6 pupils
performance in literacy skills was poor. Several studies in Ghana confirm that
this failure of Ghanaian pupils to learn English may be attributed to poor quality
of pedagogical methods (Kraft, 2003). Dzameshie (1997) sees teaching of English
in Ghanaian schools as more analytical and grammar-based.
Statement of Problem
As of July 2011, attempts have been made globally in fifty countries (50) to
implement Early Grade Reading Assessment and twenty-three (23) of them
are in Africa. The findings show general reading deficits in many primary
schools in Africa (Adea, 2012 Report). The 2013 National Education
Assessment report in Ghana show that in both English and Ghanaian
language, at least 50% or more performed
poorly(http://www.ghanaweb.com/GhanaHomePage/NewsArchive/arti
kel.php?ID=300691). The 2006 Chief Examiners Report for the West Africa
School Certificate Examination indicated that for English language, out of a
total of one hundred and twenty thousand, four hundred and eighty six
(120, 486) who sat for the external examination, only eight thousand, seven
hundred and thirty eight (8,738) constituting some 7.25% passed English
language. Thus, basic literacy skills are yet to reach the levels needed to
enhance these literacy skills. Other recent studies report that many children
in Ghanaian public basic schools have learning difficulties especially
dyslexia in the Greater Accra region of Ghana: seventy-five percent (75%) of
teachers and 80 % of head teachers who took part in a survey admitted
respectively of their pupils having problems with reading (Special attention
Project, December 2011).
Research Objectives
Two fundamental objectives precipitated this study. They are:
1) To investigate how text integration as higher cognitive process produces
cognitive structures that are the end desired result of reading.
2) To find out what constitutes the core cognitive/mental difference between
proficient and less proficient readers of expository text among Ghanaian
children.
Research Questions
Based on the above-named objectives, the following two research questions
guided this study:
1) How does text integration produce cognitive structures that are the desired
end of reading?
2) What constitutes the core cognitive difference between proficient and less
proficient readers of expository text among Ghanaian children?
Perfetti and Stafura (2013) in their proposed Reading Systems Framework place
lexical processes especially word identification as key. They postulate three
lexical processes that link outcome with comprehension on-line: a) word by
word reading, b) eye tracking, and c) event-related potential. All this implies
that the skill to comprehend text include the ability to comprehend words (Adlof
& Perfetti, 2011). The role of lexical quality in skilled visual word recognition
with respect to individual differences has also been found to be typical with
meaning-making in reading with individuals who have such skills (Andrews,
2012). Investigating whether or not individual differences in written language
proficiency with university students has any prediction with early stages of
lexical retrieval, the findings of Andrews and Lo (2012) corroborated that of the
lexical quality hypothesis that suggests that variability among skilled readers is
contingent upon the level of specified orthographic representations.
Word-to-text integration
Van Dijk and Kintch (1983) postulate that wordto-text integration in motivated
readers involves mental representation of text situation. Readers ability to
identify textual situations and their interactions with the text promote
comprehension. Another key assumption regarding word-to-text integration is
that comprehension of texts proceeds along more than one input units. What this
in effect means is that humans have mental dictionaries or lexicons acquired
during language comprehension from the declarative knowledge (propositional
knowledge). Lexical access is in fact the result of decoding ones store of
declarative knowledge from multiple sources.
Thus the ability to recall information from more entries or inputs aids word-to-
text integration. This is because when one is able to relate a word to the phrase
of syntax, meaning of the reference is made to the syntax in the text. This is
facilitated more when one can recall many more meanings. Thus single
processing of words promotes text integration from multiple inputs necessary to
comprehend the situation described in a text. So text comprehension means that
readers are able to relate meaning of sentences on the basis of message that is
accumulated based on both previous text and previous knowledge in the Long
Term Memory (LTM). This memory-based position of comprehension
emphasizes the amalgamation of evaluated information from text. Indeed, all
the foundational theories of text comprehension from 1988-1999 such as the
construction integration model of Kintsch (1988), the landscape model (van den
Broek et al., , 1996) and the resonance model (Gerrig &McKoon, 1998)
consistently suggest that understanding of text is combination of text
information, individuals using prior knowledge in the Long Term Memeory
Consistent with the findings of most studies, the root cause of comprehension
difficulties can be attributed to three broad areas: a) from the lexical level of
identifying words, (Perfetti & Hart, 2001), b) the higher level of inference-
making (Long & Golding, 1993) as well as c) the processes of monitoring
comprehension (Baker, 1982; Garner, 1980). Within this general framework,
there is also the problem of semantic processing at the word level.
Resume
Current study
This current study examined those cognitive factors such as lexical access in
which meanings of words are identified based on mental dictionaries or lexicons
which humans acquire during language comprehension from the declarative
(propositional knowledge). The major hypothesis that this paper investigated is
that comprehension in the sense of word-to-text understanding is a function of
ones declarative knowledge. This means that the quality of knowledge
possessed by a reader including prior knowledge is more likely to allow context-
appropriate retrieval as well as making relevant selection of words meanings.
Two main research questions guided this study: a) How does text integration
produce cognitive structures that are the desired end of reading? ; b) What
constitutes the core cognitive difference between skilled and less skilled reader
of expository text among Ghanaian children?
Research Methodology
Sample
This study used the experimental research design with a purposive sampling
size of two hundred and forty (240) Junior High School pupils between the ages
of 14-16 year olds from eight (8) selected Junior High Schools in four (4)
administrative districts in Ghana: Kumasi Metropolis, Offinso Municipality,
Sunyani Municipality and Brekum Municipality. Two (2) schools were randomly
selected from each Municipality. Thirty (30) students were chosen from each
school. Out of these thirty students purposively selected from each school to
participate in this study half (15) were assumed to be proficient readers and the
other half (15) were considered less proficient readers. Four of the selected
schools were private while the other four were public basic schools. In a data not
tabled here an estimated 60% of the sample was male and the rest were females.
These students came from different socio-economic parental background:
children of professionals (doctors, lawyers), children from teachers, children
from traders as well as children from farmers.
In all, three (3) experiments were tested in this study. The first experiment was a
pre-test of students on reading achievement specifically administered to test the
over-all reading ability between the two groups through a proficiency test. Later
an adapted version of Reading Mastery Test of Woodcock (WRMTR;
Woodcock, 1987), the Gray Oral Reading Test3 (GORT3; Wiederholt &
Bryant, 1992) also tested other high level comprehension other than word
identification. In Experiment 2 and 3, the researcher sought answers to the first
and second research questions, namely: how does text integration produce
cognitive structures that are the desired end of reading and what constitutes the
core cognitive difference between proficient and less proficient skilled readers in
text comprehension among Ghanaian children?
Experiment 1
This first experiment was pretesting phase to test the ability of these two groups
specifically on how proficient they were on reading comprehension. The
purpose was to find out whether or not those sampled as proficient readers and
less proficient readers from each of these districts in fact have any statistical
difference between them in terms of reading comprehension.
Methods
Participants
Two hundred and forty (240) voluntary third year Junior High School from four
selected administrative districts (96 girls and 144 boys) were selected. One
hundred and twenty (120) were perceived to be proficient readers and the
other 120 considered less proficient readers) were purposively selected from
eight (8) Junior High Schools (JHS) in Ghana. All participants were between the
ages of 11 and 15 and the sample consisted of eighty (80) children from working
parents, sixty (60) from professional parents and one hundred children (100)
from farming parents.
Materials
Two tests on reading achievement were administered to test to the over-all
reading ability of the two groups- proficient and less proficient readers using
Proficiency Test and the subtest of Woodcock Reading mastery Tests-
Revised(WRMTR; Woodcock,1987), the comprehension component of the Gray
Oral Reading Test3 (GORT3; Wiederholt & Bryant, 1992). The language
proficiency test comprised some one hundred (100) multiple choice items
covering many grammatical points.
Results
Table 1 shows that proficient readers performed better on the proficiency test
than the non-proficient. From the table, the proficient readers had a mean score
of 86.02 with standard deviation of 9.410, while the less proficient readers had a
mean score of 51.60 with standard deviation of 6.364. Their standard deviations
however indicate that the scores of the skilled readers were more dispersed than
that of the non-skilled readers. To find out if their mean scores were statistically
significant, an independent samples t-test was run at an alpha level of 0.05 and
the results as in table one show that they were significantly different [t=-21.271,
p=0.00].
Discussion
The results of this pre-test on proficiency and reaction time, suggest significant
differences in performance between the two groups of readers: less proficient
M=51.60 (SD=6.364) and proficient 86.02 (SD=9.410). The source of the
differences was that proficient readers were found to be more than two times
faster at lower order processes than less proficient readers supporting the
hypothesis that word decoding, accurate and fast retrieval of lower order
processes of phonology is critical in reading comprehension. Lower mental
process within the readers mental representation which may include
orthography, phonology appears to implicate readers processing speed. The
faster they are processed, the quicker readers pay attention to higher processes
of meaning-making in text comprehension (Stanovich, 2000). Thus, automaticity
at lower order level can either facilitate parallel processing or serial processing
helping readers to acquire new information either with ease or with some
difficulty (National Reading Panel, 2000; Perfetti, 1998; Samuels & Flor, 1997;
Spear-Swerling & Sternberg, 1994). As indicated in this pre-test data, proficient
readers unlike less proficient readers appear to have acquired highly
automatized skills in lower level processes and because of this automaticity,
these skilled readers had enough sufficient cognitive resources allocated for
higher mental processes such as inference-making and word-to-text integration
as indicated in tables 3, 4 and 5 below.
This finding also suggests a probable link between those studies relating
working memory capacity and performance load (e.g., Engle & Kane, 2004) thus
corroborating Engle (2002) position that High Working Memory Capacity
(HWMC) and Low Working Memory Capacity (LWMC) persons do not differ in
the amount of attention resources (i.e., WMC) they have per se, but differ in
terms of how well they can efficiently allocate these resources, especially in
times of interference or when demands on WMC are high. This also supports
recent neuropsychological studies on the correlation between Working Memory
Capacity (WMC) and attention with specific reference to processing speed of
children with Attention-Deficit/Hyperactive Disorder. Children with this
disorder typically are slow in a variety of performance (Chhabildas et al, 2001;
Hinshaw, 2002; Rucklidge & Tannock, 2002; Willcutt et al , 2005; Wodka,
Mahone, et al., 2007; Jacobson et al (2011 ). Again, the data in this first
experiment give weight to the findings of Huang (2014) with respect to
binocular advantages in reading through parallel processing as opposed to serial
processing in reading.
Experiment 2
This second experiment sought to find out how word-to-text integration
produce cognitive structures that are the desired end of reading.
Methods
Participants
The same two hundred and forty (240) participants used in the first experiment
were also used for this second experiment.
Results
Proficient readers
64.93 4.551
Paraphrase Less proficient 31.22 6.471 -31.131 0.000
readers
Discussion
The scores of the two groups tested along the four variables suggest consistency
with other research findings: speed impairment. Proficient readers appear to
have a tendency to recall information on phonology much faster and with a
higher level of automaticity more than less proficient readers. This corroborates
the findings of other research studies such as Booth et al , (2000) as well as
Booth, et al. (1999). This implies that effective reading of word-to-text integration
is heavily contingent upon ones ability to decode and to make the needed
linguistic input on one hand and on the basis of this, accessing requisite
phonological information on the other. This finding suggests among other things
individual differences that both proficient readers and less proficient readers
bring to reading comprehension such as spillover, executive control as well as
phonological rehearsals. For example, the fact that difference between the two
groups tended to be wider, the more the level of difficulty, suggests the
influence of additional load during reading. Neurological differences such as the
brain may not be discounted in this respect. Lower capacity readers seem to
have tendency to recruit more cortical resources from right hemisphere areas of
the brain. This additional activation is an identified mechanism known to induce
additional cortical resources in lower capacity readers unlike skilled readers
who tend generally to automatize lower mental processes (Pratt & Just, 2008;
Augusto et al 2009). Besides these neurological differences, proficient readers
appear to have better higher cognitive comprehension processes because they
seem to be able to manipulate information abstractly more than the less
proficient readers as indicated in Table 2 corroborating the submission of
Hawelka et al (2015), Mason and Just (2006) and Kintsch (1998) that fast readers
unlike slow readers are better able to generate forward inferences, as opposed to
speed-impaired readers.
Experiment 3
This third experiment examined what constitutes the core cognitive difference
between proficient and less proficient readers in text comprehension.
Methods
Participants
The same sample used in the first and second experiments was also used for this
third experiment.
Materials and procedure
Ninety questions adapted from the Gates-MacGinitie reading test (GMRT) were
used as the instrument to test the following three comprehension variables: text
inference, text bridging and text integration.
Results
Table 3: t-test on readers scores on inference
In all three variables tested in this third experiment in Tables 3, 4 and 5 results
show that proficient readers performed significantly better than the less
proficient readers. From Table 3 for example on inference-making, proficient
readers scored a mean of 84.00 with a standard deviation of 4.025, while less
proficient readers had a mean score of 34.00 and a standard deviation of 8.030.
These standard deviations indicate that the scores of the proficient readers were
more dispersed compared to the less proficient readers. To test the statistical
significance in the mean scores of the two groups, an independent samples t-
tests were run at an alpha level of 0.05 and as can be seen from the three tables (
Discussion
The above results suggest that skilled comprehenders compared with less skilled
readers performed poorly on inference-making, bridging as well as word-to-text
integration. These difficulties appear to result from impairments in higher
cognitive skills. Indeed research work on comprehension from the point of view
of mental models framework such as Oakhill (1996, 1984), Cain & Oakhill (1999;
Cain et al, 2001), make the submission that most poor comprehenders of text
have the tendency to construct incomplete representation of text. Precisely
because of this, often they may be likely to be able to coordinate information
locally, but are unable to do so at coherent integrated level. This finding
corroborates this assertion. Less proficient readers on the inference test failed to
generate correct inferences because unlike proficient readers, they used different
criteria for textual cohesion and either did not pay attention to or were unaware
that inference was necessary. This inability to generate such inferences might
have resulted in the poor performance as indicated in Table 3 above.
Retrieval error was more typical with less proficient readers. They were four
times more to make wrong retrieval than it was with proficient readers. This
affected their inference-making ability both on coherent as well as elaborative
inference. For a reader to make constructive meaning of text on what is not
stated explicitly, he/she needs to combine textual information with background
and be able to generate inferences. In this respect, less proficient readers lacked
the skill to remember information and made incorrect inferences for most of the
time. This confirms the study by Baretta et al (2009) in respect of differential
processing of text types by the brain.
General Discussion
b) Retrieval error
Retrieval error was more typical with less proficient readers. They made
more error in recall of information and this affected their performance in all
three variables giving support for the principle of cue-overload in which recall
fails to make distinctions between competition and in so doing give cause to
interference. This is consistent with Van Dyke and McElree (2006), Van Dyke
and Lewis (2003) and Gordon et al. (2004) that individual memory system
that subserves language comprehension operates in the same way as
memory in other domains. In short in language comprehension, human
memory structures tend to limit language comprehension processes
corroborating the findings of Ntim (in press) and Van Dyke and Johns (2012).
c) Vocabulary skills
Another major finding from this study has to do with the correlation
between adequate word reading and vocabulary skills groups. Proficient
readers unlike the less proficient demonstrated a high level of adequate
vocabulary skills which critically influenced automaticity for efficient
This technique has to do with the art of using questions after reading any
given text. The use of this pedagogical technique consistently show that
students are more likely to have better comprehension of text both on factual
as well as on inferential grounds (Beck et al. , 1996). Paraphrasing has to do
with helping students to acquire the skill of rephrasing or restating what
they have read. These two techniques are found to be effective useful
instructional tool to assist students with reading problems (Morrow, 1985;
Simmons et al., 1995).
Conclusion
Research in reading comprehension suggests that successful reading of a text is
not always contingent upon word identification skills. Indeed, it is not always
the case that individuals who are good readers are necessarily good passage
comprehenders. This supports the idea that reading comprehension is much
more complex. It requires the ability to coordinate lower lexical processes as
well as and the integration of other higher components of cognitive skills over
and above single word identification. Skilled reading as indicated from the
findings of this paper is consistent with other studies that suggest that reading
especially word-to-text integration is considered a highly complex capability in
which various cognitive processes are likely to be going on in parallel during
reading. In this respect, to be able to enhance classroom learning environments
that can maximize students learning, especially students with reading problems,
teachers understanding of the underlying psychological/cognitive processes
that underlie text comprehension will be helpful. It is within this context that the
purpose of this study is to report on the cognitive and metacognitive processes
that distinguish proficient readers from less proficient readers and to suggest the
needed educational intervention to help students with reading difficulty.
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Abstract. Tim Berners Lee (1998), the inventor of World Wide Web said,
The concept of the Web is of universal readership"... "The dream behind the
Web is of a common information space in which we communicate by sharing
information. As consumers of the World Wide Web - an open, free, non-
proprietary product, we cannot ignore the immense value and impact of
the global system that Lee had created. Very few people in the world
today can imagine a life without accessing the web for information or
communication purposes. Several organizations heavily rely on the use
of the Web and the Internet for their existence. This professional
knowledge and skill discussion has changed contexts and circumstances
under which organizations and businesses function in the era of media
and web based technologies. It advocates innovation, creativity, and
collaboration as a community - as the mantra for a successful enterprise.
The discussion takes a closer look at some traditional media giants;
some new successful web based media that have emerged during the
past decade, by disrupting the foundations of the traditional media; and
lastly, some very new, recent and fresh innovations in the media world
for the Workforce Learning Professional (WLP). The discussion ends by
addressing the various ways in which the potential of the Web enabled
"Universal University" and the emerging social media can be used by
organizations to achieve a shared purpose and add value to the global
society.
are not only passive consumers or receivers of the information on the web, but
they also are active participants in the creation of media and content. Web 2.0
enables practice of sociocracy in organizations where employees and
participants participate in decision making by consent (Marks, 2010) and help
to accelerate business performance.
Innovation is another buzzword in our technology driven era. Koetzier and Alon
(2010) have encouraged organizations to embrace and internalize innovations
within their regular business processes. According to them, Organizations need
to regard innovation as a business disciplinemanage and execute it as an end
to end process moving from inside development to idea generation
tomarketplace launch. With increasing dominance of Web 2.0, Web 3.0 and
cloud computing, traditional businesses and organizations are compelled to
think about innovative ways to compete and survive. Cloud technology offers
attractive alternatives to data storage and retrieval for many organizations with
benefits such as cost savings and flexibility among many others (Lahiri &
Moseley, 2013). It is predicted that proactive organizations that are embracing
this paradigm shift, opening up to external global communities and
Crowdsourcing platforms to accelerate business and open innovation attempts,
will emerge successfully and outperform competitors who are still tied up with
developing digital assets via traditional procedures (Bonner, 2011).
Organizations need to encourage innovation, creative ideas, collaboration,
interest and continued learning and provide opportunities to their employees to
interact with technology and communicate with technology professionals in
order to keep up with the changing trends and operations. Innovations in
business processes help organizations gain competitive advantage, and
strengthen market positioning. In the current economic and dynamic
technological scenario, innovation in business is critical for success and survival
(Toker and Moseley, 2012).
Toker and Moseley (2012) also suggest tools like the Cultural Readiness Scale
(CuReS) and "Measuring Innovation and Adoption for Web 3.0" (Toker and
Moseley, 2013), that can provide helpful insight to decision makers in
organizations, assist in assessing the needs, monitoring and evaluating the
desired cultural characteristics, or cultural change of a workplace before
initiating or after implementing an organization wide Web 2.0 or Web 3.0
project. Hall and London (2012) have explained how the evolving Web based
technologies facilitate user driven learning and help in increasing productivity
for work teams and businesses by merging work and learning. Since more and
more workplace training and learning are shifting to a web based, anytime
anywhere model, and also with the evolution of the web based media and
functions, Hall and London (2012) predict a shift in organizational learning and
changing roles of HR professionals in any organization.
During the past few years, with the emergence of cloud computing technologies
and Web 3.0, and increased opportunities of innovation and creative thinking,
there has been a surge of new media on the Web; we will refer to these as the
new new media. In these, we will include creative and fresh start ups, like
Pinterest, Spottify, Hootsuite, Wattpad, Yammer to mention a few. Each of these
new media address the needs of the global consumer market and reflect the
present technological, collaborative and social context in which the
organizations have to perform and deliver in order to exist and be successful.
The graphic represented in Figure 1 depicts the different media categories as the
web has evolved.
New Media
The new media refers to the on- demand access to digital content anytime
anywhere with a two way communication channel, interactive user feedback,
and solid participation in building a community of participants. The new media,
most of which are cloud based web applications, provide flexibility and ease of
access to the user, as well as giving the customers and users a platform to share
feedback and personalize their experiences. The customers and users of the new
media as participants have a sense of ownership towards the media and are
actively engaged in contributing to its growth and success. The new media also
affords its users opportunities for social networking and informal learning.
Name Description
Website: Amazon.com
Website: flickr.com
Website: Twitter.com
Website: www.linkedin.com
Website: facebook.com
Website: google.com
Website: Skype.com
Names Description
Website: Pinterest.com
Founder: Daniel Ek
Website: Spotify.com
Website: hootsuite.com
Website: wattpad.com
Website: yammer.com
Website: tumblr.com
Website: Instagram.com
Edwards and Amos (2011) claim that well managed customer feedback
experience and recommendations on social media forums like Facebook, Twitter,
Yelp, etc. can be utilized to improve service quality and operational
performance, increase traffic and create a contented and happy customer base
which in turn might result in increasing the customer numbers by transforming
their friends into new customers. This has led to the emergence of a new
industry called Customer Experience Management or CEM which provides
customer feedback to the organizations through social CEM. Information is
gleaned from customer surveys conducted online and the respondents are
linked to the organization's social network through a link in the survey. Many
businesses are already gathering the responses from customers via online
surveys on social media by providing incentives like coupons or generous
discounts for next purchases. This process helps organizations expand customer
base, engage in a real time customer relationship process and also work through
a timely "customer rescue" process to help solve problems of a "not so satisfied"
customer and mend relationships and finally provide feedback on problems for
the organization's operations department to solve.
Bradley and McDonald (2011) emphasize that those organizations that wish to
be successful during the present era need to exploit the power of social
technology - which lies in its ability to build communities, foster new ways of
collaboration and utilize the collective efforts to add value to society and achieve
a purpose. The significant ways in which this social era has impacted businesses
can be realized if we think about the current successful business models like the
freemium model ("freemium" combines two aspects within a model: free and
premium- the model makes a product or service available free of charge for basic
features and a premium fee is charged for customers subscribing to advanced
features and functionalities); and crowdsourcing model (a business model that
combines services, contributor to ideas or content from a large group of people,
where, not all are employees of a same company but from an online community
or pool of volunteers), online communities, social networks and so on.
Businesses and organizations today need to observe, listen to and react to the
community concerns, as well as adapt, deliver and support community values.
Shared vision and purpose make all stakeholders work collaboratively as a team
and co-create a successful "Social Organization". The new media can be
employed to build a social organization.
Recent research has indicated that social media technologies have the potential
to become one of the most powerful tools to improve performance and
effectiveness of high skill knowledge workers, who help drive innovation and
growth across the globe. Many organizations are already advertising and
creating their social sites and engaging customers and utilizing the data on
customer behavior to fine tune their products or services and improve
performance. Research by McKinsey Global Institute found that the social
technologies have more potential to create value when they are effectively
implemented to improve collaboration and communication across and within
the organization. (Manyika, Chui & Sarrazin, 2012). These authors predict that to
capture this "value", organizations need to do much more than simply acquiring
and investing in some enterprise social technology. They prescribe participation
of all employees and inclusion of social technology, by adapting social
technology in the daily workflow and by adjusting the current workflow design.
Secondly, they recommend that total employee participation on a social platform
can only be ensured if the organization and its leaders maintain an environment
of openness, information sharing, and trust. They advocate that the leaders of
the organizations have to drive the initiative in creating the congenial
environment and demonstrate how to use social media to drive value through
sharing similar success stories.
Communication is one of the most basic activities of human beings that impact
education, human behavior, human performance and, broadly, the society. We
are living in an era of media information and communication revolution. What
are the impacts of this emerging media revolution on human behavior,
education, learning experiences, organizational performance and society in
general?
Boulos & Wheeler (2007) suggest careful thinking, testing, evaluation and
research in healthcare education and the emerging media, in order to establish
best practice models to boost teaching and learning productivity, foster
stronger communities of practice, and support continuing medical education. A
recent study by Fisher and Clayton (2012) found patients wanted providers to
use some kind of social media for appointment setting and reminders, and as a
forum/community for asking general questions.
The emerging media and the web are definitely impacting our lives, values,
education and society. Customers, users, and individuals have been empowered
by the new media; emerging new media have provided a platform for many
individuals to engage in lifelong learning and become active content creators.
The new media have presented opportunities for varied forms of
communication, collaborative problem solving, creativity and innovation. If
carefully incorporated within pedagogy, the new media also supports learning
as a social process in all educational contexts and helps in building effective
learning communities, where collective knowledge is created and advanced
while supporting the growth of individual knowledge (Bielaczyc & Collins,
1999).
technologies help workers accomplish more complex tasks than they could have
done previously. Web and the new media promote organizational learning
which in turn helps to improve organizational performance. Social networks
form a tool for collaborative knowledge management (Jones, 2001) which
includes creation, exchange and transformation of knowledge; that are essentials
for any organizational learning. Mansour and Monavari (2008) in their research
found that using wikis iteratively in an organization as a shared platform for
knowledge creation led to generation of new ideas and improved innovation by
leveraging collective intelligence. Vieregge and Moseley (2012) from their survey
results mention technology as one of the important issues to consider for the
future of HPI (Human Performance Improvement). They call for leveraging
mobile devices for smart job aids, embracing virtual technology and focusing on
taking advantage of cutting edge technologies for delivering Performance
Improvement interventions. The emerging group of HPI participants in the
survey viewed Web 2.0 as one of the most important and potentially positive
tools to reenergize HPI professionals. Cutting edge technologies and media will
definitely influence the evolving HPI field, since it definitely impacts critical
business issues and how organizations function. The future of HPI will be
defined by incorporating emerging technologies, newer approaches, fresh ideas
and understanding as tools for human and organizational performance
improvement. Schwaner, Harter & Palla (2013) discussed technological
innovation as one of the factors that transformed the nature of workplace culture
with respect to inter-personal conduct and trust. Their research discusses the
growth of virtual groups or teams (enabled by the growth of World Wide Web
since 1990s in workplace) and the impact of virtual team culture on leadership
and productivity of organizations.
As we look ahead.
Quinn, (2009) states in his article, "What we need, going forward, is the ability to
take a continuous read on the environment and to adapt quickly. The nimble
organization will be the one that thrives." We are living in a most exciting,
dynamic, socially connected and technology driven era. Learning in this digital
technology era does not follow the traditional rules. It does not depend on
"individual knowledge acquisition, storage, and retrieval; rather, it relies on the
connected learning that occurs through interaction with various sources of
knowledge including the Internet and the learning management systems and
participation in communities of common interest, social networks and group
tasks."(Siemens, 2004). The evolution of the Internet, and the World Wide Web,
have disrupted the foundations on which organizations have traditionally
functioned, performed, and thrived. With the evolution of the Web, the growth
in the technology and the emerging media, organizations are being forced to
adapt, innovate and look for creative ideas in order to survive and flourish.
Today, successful organizations are more than ever engaging with their
consumers, tapping the potential of web based social media to create networks
and remain connected to all stakeholders, opening up business systems to the
Web, gleaning information from customer feedback on the web to improve
performance, adding value and fine tuning their products and services, and
involving customers in all phases of the business process through social media,
building communities with shared goals and values collaborating and co-
creating.
According to Alvin Toffler (n.d.), "The illiterate of the 21st Century will not be
those who cannot read and write, but those who cannot learn, unlearn and
relearn". If we don't learn to unlearn and relearn, we do not survive long and
can be easily replaced by someone who can.
No one knows, what the future holds for the technologies noted here. By the
time this discussion is published new technologies will be known. We can only
build and improve on what we currently have.
We offer these guidelines as we prepare for cutting edge technologies:
1. Embrace change - In this technology driven era, we need to embrace change in a
positive way, to succeed and survive and make our presence worthwhile.
2. Remain flexible - Remaining flexible to changes and innovations around us can
help us accept and embrace change and use the change in our environment as
opportunities for success.
3. Become intellectually curious - Genuine curiosity, reflection and openness of
mind help in embracing change and in transforming change to a recipe for
success.
4. Keep current - We are living in a dynamic period. The total environment
around our system is constantly being influenced and reshaped by changes in
other systems. It is important for us to remain current in factors and influences
that may affect us or our systems survival. We need to keep current as well as
adapt to our dynamic supra-system and our environment to be a vital player in
the whole system.
5. Maintain an open mind - We need to value expertise in others, learn from each
other, share information and knowledge, encourage others and ourselves to
think differently, pay attention to feedback from the system in which we work
and live - keeping an open mind and helping in implementing system wide best
practices.
6. Boost and build cultural agility - When organizational leaders operate with
limited cultural openness, the result is missed opportunities and poor
performance. Being culturally agile is a necessity in this technology driven
global economy, to engage a diversity of perspectives, foster strong collaboration
and learn and practice new strategies.
7. Collaborate and form partnerships - Collaboration and forming strategic alliances
and partnerships help organizations learn from each other and accomplish goals
that are not possible otherwise. Similarly, collaborative and transformative
leadership within an organization fosters shared vision and commitments, forms
relationships, helps to resolve conflicts, and encourages team approaches to
problem solving and building a collective knowledge bank for a successful
organization.
8. Believe in yourself and the magic will happen!
References
Moses Awinsong
Department of Arts and Social Sciences Education
University of Cape Coast, Ghana.
Omar Dawson
Department of Religion
University of Cape Coast, Ghana.
Introduction
High school drop-out rates result in unemployment, poverty, low quality
of life, high dependency ratio and many other social problems which call for an
effective career guidance programme in schools. Ocansey (2001) observes that
making a correct or realistic career choice as well as planning for it is a difficult
or delicate task. It is therefore important that school guidance programmes keep
up with the latest trends, so that guidance services are provided in our schools
to equip students to make them well prepared to make better choices in life.
Whether students make use of school counsellors or not depends on how
students perceive these counsellors roles in the choice of a career (Mittendorff,
Beijaardb, den Brokb, & Koopman, 2012).
In the school system, the ultimate aim of both teaching, and guidance
and counselling is to prepare and guide students into a better future. Though
guidance and counseling may not be a time-tabled activity as teaching,
McLaughlin (1999) asserts that it carries an educational function. This means its
place in the school system is no less important. The failure to offer or effectively
provide guidance services has often led to wrong career path decisions that have
adversely affected the victims and the nation. Lack of enthusiasm in a chosen
field, low productivity at work, emotional depression, and lack of focus in life
are some of the consequences of bad career decisions made by students (Fox &
Butler, 2007). The need to maximize the benefits of school-based services like
guidance and counselling therefore becomes ever important. But getting
students to talk to counsellors remains unrealistic given the varying perceptions
students hold about counsellors which hinder the natural human conversation
process between both parties (Fox & Butler, 2007). Without such a conversation,
good career decisions, which are a product of the conversational process, will
not be possible. And since counsellors hold great secrets and information in
store, these treasures are lost forever to these students.
(2004) reported different views and ideas from teachers, administrators and
parents. The study concluded that the image of counsellors held by most
participants was that of an academic advisor. The teachers, for instance,
expected the counsellor to be abreast with school courses, curricula, and
educational matters as well as personal and social issues. Unfortunately, they
did not expect the counsellor to solely deal with career choice.
It is then imperative to know students perception of school counsellors
role in the choice of a career since some researchers (Oladele, 2000; Ocansey,
2001; Mittendorff, Beijaardb, den Brokb, & Koopman, 2012) have established that
even teachers, administrators and parents have different perceptions about the
role school counsellors play regarding career choice and other relevant issues. It
is this gaps in the research for knowledge and information in education studies
that has necessitated this study.
Research Questions
The following were questions that were used to guide the study:
1. what are the guidance and counselling services available in SHS in the
Mfantseman Municipality?
2. how often do SHS students access guidance and counselling services in
their schools?
3. what are Senior High School students perceptions of school counsellors
role in the choice of a career?
them possessed clearly demarcated counselling centers to cater for the needs of
clients. The absence of group school counselling of students by any counsellor in
the school was noted to have created ignorance among students about
counselling. Nwokolo, Anyamene, Oraegbunam, Anyachebelu, Okoye, and
Obineli (2010) in a Nigerian study discovered that services for academic
guidance and counselling were not available in schools. Of five states that were
studied, two states-Ebonyi and Enugu- had no guidance and counselling centres
in most of their schools. This was attributed to the lack of deepened awareness
of the relevance of counselling. They report that group counselling, which can be
effective in large schools or school districts, was not carried out.
Fox and Butler (2007) explained, while not discarding the fact that
services may not be available in some school, that counselling services seem
unavailable in school due to low publicity. In their work, they found that no
career conferences were organized to educate and introduce students to career
options and professional paths. Kano (2012) also contend that guidance and
counselling services were unavailable in schools in Tanzania until the
government adopted guidelines for the implementation of these programs in
schools in 2007. The effect was that many students failed to gain academic,
personal, and vocational counselling support when they were in need. There is
therefore the preponderance of the view that counselling and guidance services
are unavailable in many schools and this affects students welfare in the making
of decisions about their career destinies.
key to most students view of counsellors and the guidance and counselling
process. Menon, (2010) and Walker et al (2006) reported that counselors who
devoted their time to counseling needs encouraged students decision to seek
constant professional support. Conversely, those who paid equal or more
attention to other responsibilities like teaching and administrative work were
graded very lowly by students. Kuhn (2004) emphasized that the use of
counsellors as principals, disciplinarians, and registration officers reduced
students value for their roles as counsellors so that they are not propelled to go
to them for professional guidance. The lesson is that the availability of the
counsellor in the school when truncated by other callings like teaching and
administrative work can affect the decisions of students to seek counseling
services.
cope with life situations. Patterson and Levy (2007) also further that counsellors
who took a genuine interest in people rather than just provide information made
a great impact on the decisions of students. Many respondents in Patterson and
Levy study acknowledged that the personal attention they received from
counsellors greatly made them feel better, stronger and informed. The
indispensability of counsellor interest in counsellees is appropriately
highlighted.
Kuhn (2011) tasked 223 student respondents to rate the counsellors work
based on their perception of who they think counsellors are. He discovered that
students rated counsellor/coordinator first. Other perceptions included leader,
advocate, collaborator, and data utilizer in order of importance. Thus, counsellor
professional availability was found to significantly affect students perception of
the counsellor. Their finding is in sync with McLaughlins (1999) assertion that
counselors who were inaccessible due to added teaching or administrative
responsibilities were bound to have limited or no impact at all on students
choice of career. When counsellors offer less and less professional services to
many students, it becomes difficult for them to influence the decisions students
make about their lives (Chan & Quinn, 2012).
Lastly, Badu (2011) realized from a study that counsellees favourably
perceived the input of counsellors in their decisions when there is a positive
counselling relationship between the counsellor and the counsellee. This
relationship can include how trustworthy the counsellor is, his paralinguistic
skills in making students comfortable, and the commitment shown in helping
counsellees. Rafeffebsperger (2010) confirmed this by reporting that a positive
counselling relationship was central to the success of the counselling process.
Confidentiality, service flexibility, and location of the counselling centres all fed
into establishing a positive relationship between the counsellor and the
counsellee. Alice, Alice, and Patrick (2013) reported a Unesco study in which
46% of responding students in rural Uganda perceived counsellors negatively
due primarily to persistent sexual harassments they had received from
counsellors. This means there is the need for human centredness and
professionalism in the counselling process. The more honest, humane, and
exemplary a counsellor is to students and their difficulties, the more influential
he will be in impacting students choices in life including career decisions.
From the literature, one notices that a voluminous amount of information
exist on career choice-making in schools. Though a lot has been done on school
counselling, the perception students hold about the role of counsellors in the
choice of career is yet to be more empirically known. The present study will
therefore add to the literature by investigating the availability of counselling
services in schools, the frequency of use of counselling services by students, and
the perceived roles counsellors play, according to students, in the choice of a
career.
Methodology
Research Design
The descriptive survey research design was used for the study.
Sarantakos (1998) intimates that descriptive research is able to describe a
phenomenon and make generalizations concerning a larger group where a
sample was drawn. Amedahe (2003) also holds that in descriptive research,
accurate description of activities, objects, processes and persons is objective. This
research design will therefore aid the researchers determine the exact nature of
conditions that prevail in high schools on counselling and students view of the
school counsellor. Descriptive research design is also widely used in educational
research since data gathered by way of descriptive survey represents field
conditions (Seidu, 2006; Fraenkel and Wallen, 1990).
Population
The target population for the study was senior high school students in
the Mfantseman Municipality. The accessible population for the study, however,
was all students in Mankessim Senior High School and Saltpond Methodist
Senior High School. Both are mixed gender schools with students from different
socio-economic and ethnic backgrounds in the Central Region of Ghana.
According to data gathered by the researchers, the total number of total students
and counsellors in the two schools for the 2014/2015 academic year is about 4000
(Records of the schools, 2014/2015 Academic Year).
Research Instrument
Questionnaires were developed and used for the data collection. In-
depth personal interviews were conducted with the counsellors. The
questionnaire used for the study contained Section A which had information on
the bio-data of respondents mainly age, gender, class, and school. Section B
Data Analysis
Data gathered from the questionnaires administered were first
organized, coded and categorized. Following this, the data was analyzed using
the Statistical Package for Service Solutions (SPSS) software version sixteen.
Descriptive statistical method was also employed during the analysis of the
data, making extensive use of frequencies and percentages. The interview with
the counsellors was transcribed, and subsequently presented as part of the
discussion of the studys outcome.
13-15 65 21.7
19-21 50 16.7
SHS1 65 21.7
SSS3 69 23.0
Table 3 shows the class of the respondents in the study. Greater numbers of
second year students responded to the study than other classes. They formed
55.3% of the respondents. Both first and third year students formed 21.7% and
23.0% of respondents respectively. This was due to the scarcity of third year
students for the study since the data were collected during the examination
week when many third year students were writing intensive mock
examinations. Though all classes were difficult to access due to the
examinations, the first and second year classes were not as hard to access as the
final year class because of the added burden of preparing for the West Africa
Senior School Certificate Examination (WASSCE). The high numbers of second
and third year students gave the study a high degree of reliability because they
are those most fitted to inform on the counselling atmosphere due to duration of
their stay in the schools.
Table 4: Schools of the Respondents
School
The information in Table 5 below gives insight into the responses given
by students to the first research question which sought to determine the
availability of guidance and counselling services in schools in the Mfantsiman
Municipality.
Statement SD D A SA
N (%) N (%) N (%) N (%)
I have heard of counselling since I 31(10.3) 50(16.5) 132(44.2) 87(29.0)
reported to SHS
On the whole, more than half of respondents agreed that they have heard
of guidance and counselling during their stay in the high school. The figure
represented is 73.2% for those who agreed. There is therefore a great awareness
of the availability of counselling services in the schools of the respondents.
Nwokolo et al (2010), Fia (2011) and Fox and Butlers (2007) assertion that there
is low publicity of guidance and counselling services in schools seems not to be
the case in the Mfantseman Municipality. Students also agreed (67% of
respondents) that their counsellors have met them to discuss academic strategies
so as to help them achieve success in school. This shows that counsellors have
been able to attend to students academic needs. It contradicts Okeke and
Okoris finding that one-on-one interaction between counsellors and students is
unavailable in school. However, a majority of students disagreed (66.6%) that
the counsellor have ever met the student body to discuss career issues. This
concurs Nwokolo et al (2010) and Kano (2012) finding that group counselling is
unavailable in most schools.
Close on the heels of this staggering fact is the revelation that 205 (61.1%)
of students said school counsellor do not organize career conferences for
students. These discoveries show that though counsellors meet students singly
to discuss academic issues, they do not either meet the general student
population or organize formal career guidance events for the students in the
schools. It could also be that the school counsellor does well to meet students
individually once they report to school but fail to carry follow ups on them as
time pass by. The school counsellors work is therefore not routinized to assure
maximum benefit for those it is meant to help, namely students. Fox and Butlers
(2007) view that lack of career conferences created notions of career counselling
unavailability is very much confirmed here. There is no general meeting of the
school population with the counsellor from time to time.
Statement SD D A SA
N (%) N (%) N (%) N (%)
I have gone to the guidance and 97(32.3) 126(42.0) 50(16.6) 27(9.0)
counselling co-ordinator to discuss a
personal issue
Exactly 51.3% of students indicated that they knew that their schools had
a counselling centre and that they knew where to find the counselling office.
Thus, access to guidance and counselling services by students is not hampered
by a lack of awareness. This response is contradictory to Fox and Butlers (2007)
finding that publicity is a major hindrance to access to counselling. This is
confirmed by 77% of respondents who agreed that they have discussed a
personal issue with the counsellor. If they did not know about counselling
services or where to locate the office of the counsellor, then students will had
been unable to have personal issues discussed with the school counsellor. But
one of the counsellors disclosed that it is only when the issue is at the extreme
that students come for counselling.
An important response given by students was the fact that they do not
access counselling because of confidentiality problems. A total of 66.6%
disagreed that they access guidance and counselling because of their faith in the
counsellor that he or she will not tell anyone. This illuminates that students do
not have confidence in the secrecy of counsellors. Both Setiawan (2006) and
Jenkins and Palmer (2011) had also found confidentiality as inhibiting access to
counselling in their own studies. The statistics in this study confirm the studies
by Setiawan (2006), Le Surf and Lynch (1999), and Mushaandja, Haihambo,
Vergnani, Jenkins and Palmer (2011), and Frank (2013) that confidentiality can
be a hindrance to access to counselling.
Again, many students (69.6%) disagreed that counsellor had the requisite
skill and professional ability to guide them. This shows a lack of skilled
professional training visible in the counsellor as observed by students. The
totality of disagreement stands at 69.3% of all respondents on this rubric. The
figure is significant because it brings to the fore the necessity of professional
know-how of counsellors to the guidance and counselling process and how it
can positively impact the access level of students to professional guidance
support. The discovery of Ogunlade and Akeredolu (2012) that untrained
counsellors discourage students from accessing counselling has been aptly
buttressed in this study by the almost 70% of respondents who saw ill-trained
counsellor as inhibiting access to counselling. Eliamani, Richard, and Peter,
(2014) and Anagbogus (2008) contention that untrained counsellors negatively
impact students desire to access counselling is even more true given the
quantity of response on this statement.
Also, shyness was shown to inhibit the decision to seek guidance and
counselling. A majority (74.8%) disagreed that they did not shy seeking
counselling. Thus, shyness is a hindrance to seeking counselling. School
counsellors also said that shyness was central in students access to counselling.
They disclosed that other students had to be depended on to fish out students
going through emotional, educational, and other life difficulties because these
students will normally not seek professional counsellors help in the school. The
location of the counsellors office is likely to inform this trend because if the
office is open to the public eye, then students might fear to access it for fear that
they might be stigmatized. The outcome of Anagbogu (2008) and Chan and
Quinn (2012) and study has been confirmed in this regard. A school counsellor
observed that students might not want to access the counsellors office if they
realize that there are other people like teachers in or around the office. So the
location of the office must be done such that those who have nothing to do with
the office or the service are kept at bay. Another counsellor said that students are
spoken to often so that they come to recognize that counselling is not for only
people who are in trouble. This will sensitize them to stop stigmatizing students
who seek counsellors aid.
Respondents also denied that counsellor were available to attend to their
needs always. One hundred and fourteen students representing 61.6% disagreed
that counsellors were always available to listen to their difficulties. This
unavailability of the counsellor inhibited the urge to demand or seek counselling
service. The reason can be traced to the duality of role the counsellor plays as a
counsellor and teacher in schools in most jurisdictions including Ghana. This
finding concurs Menon (2010) who found that counsellors who paid little
attention to counsellees did not encourage students to seek professional
counselling help in schools. McLaughlin (1999) and the US Department of
Education (2003) had also reported that students were discouraged to access
counsellors once they knew the counsellor will have little time for them. The
percentage of response (61.6%) confirms the reports of both McLaughlin and the
US Department of Education (2003). The dual role of teaching and counselling
was therefore found to inhibit access to counselling by students because
counsellors have little time to spend on their core duties of counselling.
Statement SD D A SA
N (%) N (%) N (%) N (%)
My school counsellor can 25(8.3) 62(20.6) 113(37.5) 100(33.3)
help me make informed
choice concerning my future
From the facts captured in Table 7, less than 30% of respondents thought
counsellors could not help them make decisions concerning their future. There
were 70.8% of students who agreed that that was the case. This means that the
faith of students in the ability of their counsellors to help them make intelligent
life choice is widely spread among high school students in the study area. But
despite this apparent faith in the counsellor to be able to help, students do not
see counsellors as helpful when the counsellor is not prompt in responding to
their inquiries. There were 40.3% of respondents who disagreed that counsellors
were prompt responses to their inquiries when they make them and that
lowered the counsellors impact level in the students decision-making process.
Only 22.3% of students thought otherwise. This finding agrees with Walker et al
(2006) study that counsellors who provided prompt responses to inquiries were
perceived as having important roles in students career choice.
More than half of students, that is, 54.5% who disagreed, also held that
their counsellors were not knowledgeable enough to aid them. This concords
with the earlier view expressed by respondents that they do not think
counsellors are well trained to provide them the care they need. Agi (2014)
finding that lack of knowledgeable counsellors lower students perception of
guidance and counselling is true. Also, Ogunlade and Akeredolu (2012) and
Eliamani, Richard, and Peter, (2014) view that informed counsellors impact the
decisions of students is confirmed. It is therefore imperative that counsellors
improve their knowledge through reading and research after training so as to
stamp their experiences on the decisions students make about the future.
Many students captured in the study will ideally like to discuss career
choice decisions with counsellors. They represent 55.6% of respondents. This
view portrays the important role counsellors can play in learners career choice if
they are perceived as trust worthy by student. Though respondents do not think
counsellors are knowledgeable enough to aid them, the decision to score them
high on involving them in career choice making may be due to the fact that
counsellors, aside parents, are the next important adult contacts who students
fall on to enquire into details of their career choices. The view by Fox and Butler
(2007) and Badu (2011) that good counselling relationship like trust worthiness
enhance the students decision to seek career advice has been confirmed.
Respect for the uniqueness of each individual by the counsellor was
taken seriously by students as informing whether they involved counsellors in
their career choice or not. There were 72.2% of the students who agreed that
counsellors took a unique view of students in the counselling process. The
students will therefore feel more comfortable in involving counsellors in their
career choice since they know they are important in the eye of the counsellor.
Egbos (2015) contention that respect for the unique individuality of counsellees
is a catalyst for improving counsellees perception of counsellors has been
validated strongly. Patterson and Levy (2007) study that effective counsellors
were those who took a genuine interest in students was further given a boost in
this study with 72.2% of students agreeing to this fact. Closely tied to this rubric
was the revelation that 68.6% of respondents agreed that counsellors were nice
to them during counselling. The involvement of counsellors in career choice
based on this human aspect of the counsellor is important for students and
guidance and counselling profession. School counsellors also realized this
characteristic. They asserted that they are nice or genuinely interested in
students in their everyday encounters with students so that even if a student
finds it psychologically difficult to approach them, they will be able to find a
friend who is more emotionally stable to help bring such a student to the
counsellor.
The respondents also disclosed that counsellors were available to
provide the necessary career guidance when they needed them. Those who
agreed formed 60% of total respondents. But the disagreements were substantial,
about 40% of the total number of respondents. This means that a significant
number of students think otherwise. For these students who responded in the
negative, the non-availability of the counsellor inhibits their willingness to
involve them in their career choice decision making. But these students who
disagreed might also had held availability to mean visibility as opined by Kuhn
(2011) and McLaughlin (1993). For students who thought the counsellor was
available, such counsellors were involved in students career decision-making.
Summary
The studys aims were to investigate guidance counselling and services
available in schools, students access of counselling services, and the perception
students hold about the role of counsellors in the choice of a school career in the
Mfantseman Municipality. Descriptive survey was the research design used for
the study. Questionnaires and in-depth interviews were used to collect data. A
sample of 351 respondents was employed in the study. Descriptive statistical
method was used in analyzing the data making extensive use of frequencies and
percentages. The studys summary held that:
1. Guidance and counselling services are available to students in
schools and that students have experienced these services. Most of
the contacts between the students and the counsellors were one on
one contact rather than group or conferential. The meetings between
the two players were however not routinized to enable a constant
relationship that offers a helping input into students overall
academic, social and career needs for high school students in the
Mfantseman Municipality.
2. The guidance and counselling services in schools were accessed by
students though not without some difficulties. Issues of
confidentiality, the training of the counsellor, the degree of shyness,
and the professional availability of the counsellor were said to be
inhibiting factors to the urge to frequently access counselling services
in schools though such services were readily available in schools in
the Mfantseman Municipality.
3. Counsellors are important in the process of making a career choice.
The consensus was that though the counsellor is important, their
personality and professional bearing determines whether they
eventually had a role to play in students career choice decision-
making. The counsellors knowledgeability, promptness in
responding to students inquiries, and the extent of uniqueness they
see in each student formed a bedrock that determined if students
came for counselling and whether they involved the counsellor in the
making of career decisions.
Conclusion
The study arrived at some conclusions. Firstly, it was realized that
guidance and counselling services are available in schools in the Mfantseman
Municipality. Students also accessed counselling though the frequency of access
was not encouraging. Thirdly, the study showed that students took a positive
view of the role counsellor in making career choice especially if the personality
Recommendations
From the outcome of the study a number of recommendations were
proffered.
1. Guidance and counselling services should not only be available in
schools but that counsellors must routinize their activities to benefit
students the more. Conferences on career opportunities as well as
group counselling should be encouraged.
2. Counsellors and school authorities should create the necessary
institutional and psychological foundations that enables students find
it easier to access professional counselling. The location of
counselling offices should be encouraging to students to want to seek
professional advice.
3. Counsellors must do well to improve their personality and
professional know-how to woo more students to the counselling
centres in schools. The more personal, professional, attentive, and
flexible counsellors are, the greater the students will involve them in
the making of decisions about the future.
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Introduction
Geometry as one of the branches of mathematics has an important role in the
study of mathematics. Geometry is thought-about as an important branch of
mathematics. According to Biber, Tuna and Korkmaz (2013), geometry is a
branch of mathematics concerned with point, straight line, plane figures, space,
spatial figures, and the relations between them(p. 1). The National Council of
Teachers of Mathematics [NCTM](2000) stressed the prominence of geometry by
stating that geometry offers an aspect of mathematical thinking that is different
from, but connected to, the world of numbers (p.97). Clements and Battista
(1992) pointed out that geometry can be considered as a tool to facilitate the
interpretation and reflection on the physical environment. It means, through the
knowledge of geometry we are able to describe, analyze and understand the
world in which we live. In fact, Ozerem (2012) said, studying geometry is an
important component of learning mathematics because it allows students to
analyze and interpret the world they live in as well as equip them with tools
they can apply in other areas of mathematics (p. 23). This means the
understanding of the environment we live in, and the ability to do well in other
areas of mathematics rest on our understanding of geometry. NCTM (1989, 2000)
asserted that geometry is of benefit to both teachers and students in other topics
in the mathematics curriculum and other disciplines. For instance, geometry is
closely related to measurement. NCTM (2000) maintained that there is
significant overlap between geometry and measurement. Problems that are
related to other branches of mathematics can be solved using the knowledge of
geometry, apart from its usage for solving daily life problems. Several
mathematics educators have maintained that geometry promotes students
knowledge relating to space and the relationship of objects within it, skills of
deductive reasoning, and the ability to solve real life problems in which
geometrical vocabulary and properties present themselves (e.g. French, 2004;
Presmeg, 2006; Marchis, 2012). Since the development of logical reasoning and
the ability to solve real-life problems are attributable to a sound knowledge of
geometry, it is necessary the teaching of geometry is done in such a manner that
students misconceptions are minimized. And this implies teachers of
mathematics should be able to identify and address such misconceptions when
they arise. Van Hieles (1999) pointed out that conceptual and procedural
knowledge in geometry can be accelerated through instruction, and maintained
that instruction is a greater determining factor of progress from one level to the
next one than age or maturity.
definition. Archavsky and Goldenberg (2005) found that there has often been
conflict between mental images of geometric figures and verbal definitions.
There is the need to address these misconceptions when teaching so that it
would help the students reflect on where the confusion between the verbal
definition and their own mental image comes from (Marchis, 2012). Research has
shown that when classifying and identifying shapes preference is given to visual
prototype rather than a formal definition (e.g. Ozerem, 2012). These
misconceptions are not unconnected with the way and manner teachers handle
the subject.
Research Questions
The following research questions were formulated to guide the study:
1. How adequate are mathematics teachers in identifying students
misconceptions associated with angles in parallel lines?
2. How adequate are mathematics teachers in suggesting strategies to
address students misconceptions associated with angles in parallel
lines?
Methodology
Research Design
The qualitative research approach was implemented in this study. This is
because qualitative method of analyzing data has emphasis on process rather
than product (Woods, 2006). The focus was on how mathematics teachers
explain their knowledge of students about geometry.
Participants
The participants were mathematics teachers randomly selected from public
secondary schools in Bauchi State, of Nigeria. The participants were 37 in
number, and of varying qualifications and years of experience. Their
qualifications were either Nigeria Certificate in Education (NCE) or First degree
in/with Education. Of the 37 participants, 12 were NCE holders and 18 degree
holders. Their years of experience range from 3-10, and were teaching
mathematics in the secondary schools.
F D
130
0
C
40
B 0
Students solution: A
100
155 B A
Students solution: E D
E
A
?
B
F 115
Students solution: D 95
C
F D
x 2x
E ? 120 C
y 2y
A B
Students solution:
Results
This study answered two research questions. The first research question is: How
adequate are mathematics teachers in identifying students misconceptions
associated with angles in parallel lines? To answer this question, teachers were
requested to respond to questions in which their answers are expected to
demonstrate their ability in identifying students misconceptions in angles. The
is the knowledge of the line that transverses two lines which are parallel, and
not knowledge of Pythagoras theorem. Still 5 (13.5%) others said the student
did not apply the rules, but did not specify which rules. And 3(8.1) of the
teachers said the student did not know that he is supposed to extend line AB to
cut CD. This again is not correct identification of the knowledge the student
lacks. Of the 37 teachers, 6 (16.2%) did not respond to this item. The responses of
the teachers clearly indicate that they were unable to identify the knowledge
required to solve the problem, as none of the responses could suggest the
students missing knowledge.
On all the four problems, 19 (51.3%) of the teachers either attempted solving the
problems or did not suggest any strategy for addressing the students
predicament. For instance on problem 1, instead of explaining how the student
could be helped, a respondent tried using Pythagoras theorem and obtained
incorrect answer. This implies the teacher considered the physical appearance of
the geometric figure instead of the geometric properties. In response to How
would you help the student? with respect to problem 2, the teacher attempted
the question as The student should extend AB to cut CD, after extending AB,
y=180-100 Instead of suggesting what to do to help the student, the teacher
tried to solve the problem, and unfortunately could not solve it successfully.
Since the teachers were generally unable to identify the students
misconceptions or the knowledge the student lacked, they were also inadequate
in addressing the students difficulties. This has far reaching implications in the
teaching and learning of geometry in particular, and mathematics in general.
Discussion
One important finding of the study was that teachers were generally inadequate
in identifying the knowledge students lack with regard to angles in parallel
lines. Questions 1 and 2 were very much alike; they required the student to use
almost the same knowledge for solving. Teachers were unable to identify the
missing knowledge because they focused on only the physical appearances of
the figures. Biber, Tuna and Korkmaz (2013) working with 8th grade students
found that the students were at the level of visualization-focusing only on
physical appearances of geometric figures. Unfortunately, this reliance on
physical appearance was true of most of the teachers in this study as their
responses were tailored towards physical appearances without considering the
geometric properties of the figures. Majority of the teachers in this study lacked
the knowledge expected of them in the subject matter. This therefore means
these teachers would not be competent to teach this area of geometry. The
competence of any teacher is largely dependent on the possession of the subject
matter knowledge (Baumert et al, 2010). Unfortunately, these teachers did not
demonstrate that they have this aspect of the teachers knowledge from their
responses.
Conclusion
The knowledge of geometry can help appreciate the environment we live in.
However, the teaching and learning of this important branch of mathematics
seems to be in jeopardy, as the teachers who are expected to be knowledgeable
in the area are having difficulties themselves. The failure of most of the
mathematics teachers to identify the students missing knowledge in this study
calls for serious concern. As it is an indication that the teachers themselves do
not possess the knowledge required to solve the problems in question. Their
failure to identify the knowledge the student lacked in solving the problems in
this study was not unconnected with their inability to suggest ways of helping
the student. This is a case of you cannot give what you do not have. Since the
teachers did not have the required knowledge for solving the problems
themselves, they were not adequate in pointing out the knowledge the student
lacked, hence could not know what to do to help the student.
There is therefore the need to reflect on teacher education program provided by
institutions concerned with the production of teachers. This is with a view to
ensuring adequate preparation of teachers. Teachers knowledge of students,
which is one of the components of teachers knowledge, is necessary for
teachers effectiveness in addressing students difficulties.
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with Play.Teaching Children Mathematics. 5 (6), 310-316.
Emre Erturk
Eastern Institute of Technology
Napier, New Zealand
Introduction
The learning design process, as its name suggests, is about creating an
educational setting with sessions that are learner centred (rather than teacher
centred). The goal is to implement authentic activities that can engage learners
(Reeves, Herrington, & Oliver, 2002). The content and the resources should not
be the organizing elements, as they would be for many traditional lectures.
Instead, their purpose is to support the learning activities and the students
independent learning. Through the learning design process, teachers can also
create a constructive alignment between learning activities, assessments, and
learning outcomes (Biggs & Tang, 2011). Good learning design also encourages
Systems Analysis and Design is a core course for the Information Technology
(IT) Bachelors degree, and helps prepare students for jobs such as IT project
manager, business analyst, and systems analyst. Students learn to examine
information systems, collect requirements, and design solutions. The course also
teaches diagramming for development and documentation. Graduates will
collaborate and communicate with various stakeholders during a project within
a company, and are expected to bridge the gaps between different groups of
people. Role play can be a useful approach to help the students in developing
these important communication and collaboration skills.
Literature Review
During the learning design process and in preparation for the lessons, it is
important for teachers to consider the numerous factors on which successful
student learning depends: for example, needing/wanting, doing, digesting, and
feedback (Race, 2010). Therefore, teachers need to organize engaging activities,
instead of delivering pure lectures that keep the students in a passive state. Role
play, as an active teaching strategy, can incorporate these positive elements of
enjoying learning and digesting knowledge, when designed accordingly and
implemented successfully.
For teachers who are interested in this strategy, a relatively broad paper written
by McSharry and Jones (2000) explains various types of role play with
interesting examples from science education and suggestions to consider for all
teachers. According to McSharry and Jones (2000), although role play may not be
difficult for many learners, it is advisable to start with short role plays and move
gradually to longer role plays after both the teachers and the students gain some
initial experience and confidence.
The role play activity also should not come immediately before or right after an
exam because the exam can cause stress for the students and negatively
influence the effectiveness of this activity (Case & Cheek-ODonnell, 2015). In
this course, the activity was appropriately timed so that it did not conflict and
did not become affected by an exam or another critical event.
Furthermore, a small number of teachers have recently started using role play in
systems analysis and design courses, in particular. In a broader context, Green
and Blaszczynski (2012) suggested that role play is suited for teaching soft
(personal and social) skills to students and professionals.
The systems analysis and design course itself offers many opportunities for role
play. The obvious scenarios include client interviews, proposal presentations,
and team meetings. However, this paper is about a more novel, original and
recent role play approach: using analytical IT diagrams as scenarios or scripts for
the role play sessions.
For example, in 2011, Costain and McKenna from the University of Auckland in
New Zealand reported on their implementation of a role play activity coupled
with Use Case Diagrams, which are part of the Unified Modeling Language
(UML). The use case diagram method is so far the most common one in the
literature, as opposed to other IT diagrams. This is due to the pictorial and often
simpler nature of this specific type of diagram. However, role play should not be
limited to use case diagrams.
Other examples of IT documentation and diagram artefacts that have been used
as a basis for role play by Borstler (2010) at Umea University in Sweden are
class-responsibility-collaboration cards and so-called role play diagrams
(derived from the UML Class and Object Diagrams).
The role play activity described in this paper was conducted at the Eastern
Institute of Technology, New Zealand. Both DFDs and Activity Diagrams have
been used to stimulate role play activities among IT students in recent years
(from 2013 through 2015) during the systems analysis and design course. The
lessons plans were first written for DFDs (as can be seen in the next section); the
same instructions were used for role play activities based on Activity Diagrams.
Implementation in Courses
The two class sessions discussed in this paper were on Data Flow Diagrams
(DFD) and Activity Diagrams. The first session involved students in using the
software in the computer lab. The learning outcome was to demonstrate their
analysis of a case by drawing these diagrams. The second session had students
reviewing, digesting, and critiquing completed diagrams. Students did this
through a role play activity about the library systems and how they function.
The learning outcome included explaining the diagram (by acting it out) to
others, including non-technical people as well as technical IT staff. It is
unnecessary to reproduce all of the diagrams involved in these class activities.
One example (a UML Activity Diagram showing just one segment of the library
environment) is in Figure 1 below:
Catering for Learner Needs: It is emphasized (in the beginning of the first
session) that diagrams are used in business and systems analysis jobs. This
includes reminding students that DFDs and similar diagrams can also be found
in other subjects and classes. This increases their awareness of the wider context
for this learning topic. The second session is to begin with a picture of a small
computer game flowchart, telling the students how modeling and planning are
important for creating any kind of software, not just business related software
but also games. This helps relate the learning content to something they enjoy in
their free time. In summary, these are plausible ideas to try to create a
connection with the students learning needs and career goals. Throughout these
explanations, some references to their previous classes and sessions will also
help provide a continuum of learning.
Active Learning Approaches: The first session involves learning by doing where
each student has a computer to work hands on using software in the lab to draw
data flow diagrams individually as well as helping each other. They gradually
work in groups like a pyramid first in pairs exchanging ideas and assistance
with the person sitting next to him/her, and then in groups of four to come up
with a complete and ideal group diagram. In the second session, the students are
to discuss a sample DFD and role-play the case, with peer feedback from
observing students. The next step is to go around the class, and let the students
identify and explain possible areas on the diagram that may have IT impact.
Overall, both sessions feature different and interesting activities but they use the
same case; this helps to build knowledge by covering different aspects of the
same topic.
As a note for IT lecturers, students use two computer applications for drawing
the diagrams: Microsoft Visio and Dia. Although not as commonly used as Visio,
Dia is free and open source, as opposed to proprietary and commercial software.
Free software makes an important contribution to education in general (Erturk,
2009). Therefore, teachers and students interested in diagram based role play do
not need to be limited by financial concerns. Another interesting aspect for this
type of activity is the how roles are distributed. Although the teacher is the
facilitator, students are given a choice (Tolipov & Tolipova, 2015).
Evaluation of Teaching
After the conclusion of the above sessions, the teaching was reflected upon and
evaluated from the perspective of the three strategies that are part of the
learning design process. In addition, a peer evaluation was done by an
experienced colleague. The findings from these evaluations are as follows.
Catering for Learner Needs: Using a ball and throwing it between the students
energized the dialogue as they took turns. Everyone got a chance to say
something based on their interpretation during the second lesson. As a future
improvement, a pre-prepared white board or a projected slide with a session
outline can give the students a welcome and a compass for each session.
Although the introduction and agenda were done verbally this time, this can be
done at the beginning of every future session in writing without much effort.
Peer Evaluation: Some of the comments from the peer observer have been
mentioned earlier in this section. Furthermore, as noted by the observer, the
session was well supported by other resources that were shown on the projector
screen, such as slides, pictures, and references to the online learning materials.
During the observation, the students were enthusiastic and actively engaged.
The following statement by the observer summarizes both the initial intent and
the eventual outcome of this role play activity: Learners were well supported
by you with props and prompts. Clear links made between role play and
communication expectations with lay people.
The peer evaluation report with details can be found in Appendix 2.
Conclusions
Some ideas for future improvements have already been mentioned in this paper.
Furthermore, there are other specific actions that will be discussed in this section
of the paper. These are a result of the self-evaluation done by the teacher, while
reviewing the success of the learning design plans.
After reflecting on the question of catering for learner needs, it is possible to use
a computer game related case study next time for practice with the future cohort
(instead of the library). This might draw them closer toward the learning
activities. In turn, they can become even more enthusiastic about this type of
work, and will still do more serious Data Flow Diagrams or Activity Diagrams
for their course assignment anyway.
So far, the role play activities in this course have been concise and experimental.
The future direction of role play in the course is to implement more
sophisticated role play activities. In order to achieve this, it will be necessary to
prepare the students more ahead of time, and to allow more time for students to
familiarize with their roles. Longer role play activities are likely to cause more
reflection, and students can learn even more from such an experience.
Next, it is important for teachers to improve their questioning skills, to help
stimulate the learners during role play and afterwards to help them reflect.
Although it is important to complete the lesson on time, it would be beneficial to
give learners more time to ponder and formulate answers. It will be useful to put
the questions in writing on the board or the screen. Alternatively, the questions
can be given to the students in advance of a session (if possible or appropriate).
Providing time for discussion and digestion is important for teaching practice in
general. This is true both for the LBKO (learning is building knowledge with
others) approach and for the LIS (learning is individual sense making) approach
(Watkins, 2011).The students self-directed learning time can also be used better
for digestion and application of knowledge and skills.
Therefore, it is interesting to consider the students learning styles, not just in the
classroom but also outside. In order to understand a specific group of learners
better, it is important to have deeper learning conversations with them about
how they are studying and making progress outside of the class meetings. This
would help the teachers get to know them better and provide more innovative
or authentic feedback and support. In turn, these would better prepare the
students for role play and other active learning strategies.
Role play as an active learning strategy can be used, not just in face-to-face
classes, but also in blended or distance learning. This type of learning activity
can be implemented more often in the context of business and computing
courses. Teachers, who have already used this strategy before, can continue to
experiment with role play by thinking of new scenarios for their courses.
References
Biggs, J. & Tang C. (2011). Teaching for quality learning at university (4th ed.).
Maidenhead, England: Open University Press.
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C. Lewerentz, W. Schfer, A. Schrr, & B. Westfechtel (Eds.), Graph
Transformations and Model-driven Engineering (pp. 309-394). Heidelberg: Springer
Verlag. doi:10.1007/978-3-642-17322-6_14
Case, G. & Cheek-O'Donnell , S. (2015). A better way for role play [Workshop notes].
Available at https://medicine.utah.edu/faculty-dev/programs/academy-med-
education/docs/symposium_2015_powerpoints/ws-a-better-way-for-role-
play.pdf
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England: Learning and skills network (LSN). Available at
http://www.itslifejimbutnotasweknowit.org.uk/files/Coffield_IfOnly.pdf
Costain, G., & McKenna, B. (2011). Experiencing the elicitation of user requirements and
recording them in use case diagrams through role-play. Journal of Information
Systems Education, 22(4), 367-380.
Erturk, E. (2009). International technology transfer: the case of free computer software.
Paper presented at the International Academy of Business and Public
Administration Disciplines (IABPAD) Conference, Orlando, Florida. Available at
http://repository.digitalnz.org/system/uploads/record/attachment/596/inter
national_technology_transfer__the_case_of_free_computer_software.pdf
Green, D., & Blaszczynski, C. (2012). Effective strategies and activities for developing
soft skills. Journal of Applied Research for Business Instruction, 10(2).
McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School
Science Review, 82, 73-82.
Millet, I. (2009). Student perceptions of data flow diagrams vs. use cases. In L. Tomei
(Ed.), Information Communication Technologies for Enhanced Education and Learning:
Advanced Applications and Developments (pp. 94-102). Hershey, PA: Information
Science Reference. doi:10.4018/978-1-60566-150-6.ch007
Race, P. (2010). Making learning happen: A guide for post-compulsory education (2nd ed.).
London, England: SAGE Publications Ltd.
Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning.
Paper presented at the Higher Education Research and Development Society of
Australasia (HERDSA) International Conference, Perth, Australia. Available at
http://researchrepository.murdoch.edu.au/7034/1/authentic_activities_online
_HERDSA_2002.pdf
Tolipov, U., & Tolipova, F. (2015). Didactic Games and their role in the continuous
educational process. The Advanced Science Journal, 3, 29-31.
Watkins, C. (2011). Learning: a sense makers guide. London, England: Association of
Teachers and Lecturers (ATL) - the education union. Available at
http://www.atl.org.uk/Images/Learning%20a%20sense%20makers%20guide%
20-%202011.pdf
Learning activities:
Feedback to learners:
Conclusion:
Robyn Schell
Teaching and Learning Centre, Simon Fraser University,
8888 University Drive, Burnaby, BC, Canada V5A 1S6
David Kaufman
Faculty of Education, Simon Fraser University,
8888 University Drive, Burnaby, BC, Canada V5A 1S6
Introduction
Studies show that patients experience better outcomes when their care is
oriented to their needs and desires and when they are involved in their own
care. Medical education has an important role in developing new physicians
patient-centered skills. Widespread in medical education, problem-based
learning (PBL) focuses on the case study as a motivator and tool for teaching and
learning. As such, PBL and case study design may have the potential to support
the development of patient-centered skills and values. Currently, as education
transitions to the web, PBL is becoming a viable alternative to teaching patient-
centered skills, particularly in decentralized systems where medical students are
training in multiple regional centers. This article explores theoretical
foundations and practical considerations for integrating patient-centeredness
into PBL cases in order to support development of these values and skills in
medical education.
An ideal that can mean many things to many people, patient-centered care lacks
a single clear definition (Mead & Bower, 2000, 2002). Nevertheless, there appears
to be some consensus that patient-centered care focuses on the needs, life
context, and perspective of the patient. It depends on developing a productive
two-way relationship between the patient and the physician.
Patient-centered care views the patient as a person with unique needs and life
history. It involves interactions in which the physician engages with the patient
and the patient can speak openly and ask questions (Stewart, 1984). Patient-
centered care requires that the patients concerns, preferences, experiences, and
emotions be considered as part of the doctor-patient relationship. In Epstein and
Streets (2011) description, patients are known as persons in context of their
own social worlds, listened to, informed, respected, and involved in their care
and their wishes are honored (but not mindlessly enacted) during their health
care journey (p. 100). Mead and Bower (2000) identified five dimensions
common to published descriptions of patient-centeredness, including a
biopsychosocial perspective, sensitivity to the patient-as-person and their
experience of illness, sharing of power and responsibility between patient and
doctor, a therapeutic alliance between them, and recognition of the importance
of the personal qualities and subjectivity of the doctor. More recently, a review
by Constand, MacDermid, Bello-Haas, and Law (2014) identified
communication, partnership, and health promotion activities as core strategies
of 25 frameworks found in the literature.
The U.S. report Crossing the Quality Chasm: A New Health System for the 21st
Century (Committee on Quality of Health Care in America, 2001) identifies
patient-centered care as one of six indicators of medical care quality. The U.S.
federal government now measures and reports annually on ratings of patient-
centered care across the countrys health care system (e.g., see Agency for
Healthcare Research and Quality, 2014) and is funding research on appropriate
measurement (Methodology Committee of PCORI, 2012). This has greatly
increased its prominence in the U.S. health care industry and among researchers.
Since 2010 there has been a marked increase in research measuring both patient
engagement and clinical outcomes in order to attempt to establish clearer
relationships (Covington, Veley, & ODonnell, 2014).
Despite efforts to integrate into the medical curriculum concepts and skills
related to patient-centered practice, studies show that the distance between
medical students and their patients increases as students progress through their
training. This trend strengthens in the clinical years of the medical program, as
students lose sensitivity to patients views and life contexts, and this
phenomenon is more pronounced for male students than for females (Haidet,
Kelly, & Chou, 2005; Tsimtsiou et al., 2007; Woloschuk, Harasym, & Temple,
2004).
The socialization process that shapes the medical students professional identity
is partially attributed to the effect of the hidden curriculum (Hafferty, 1998;
Hafferty & Franks, 1994). The hidden curriculum refers to what is being taught
through the informal exchanges and relationships that occur between students
and faculty. Many medical students begin their studies idealistically but lose
their optimism as experience shows the fallibility of medicine and reinforces
objectivity, and often cynicism, in the face of illness and death. Also, medical
students learn quickly that government policy, administration, and patient
advocates can challenge doctors traditional autonomy. Through the hidden
curriculum, students are ingrained into a paternalistic culture that contributes to
traditional behaviors such as a reluctance to openly acknowledge uncertainty
and ambiguity in clinical situations (Bleakley & Bligh, 2008; Michalec, 2012).
Studies of patient-centeredness in medical education have focused primarily on
medical students attitudes, rather than their behaviors (Haidet et al., 2001, 2002;
Woloschuk et al., 2004). These attitudes are often described in terms of ethics or
values, rather than as activity informed by theory (Bleakley & Bligh, 2008;
Krupat et al., 2009).
The literature is only beginning to consider how medical students might learn
about and from patients in ways that would shift learning away from the
prominence of physician-educators role modeling and embodied attitudes.
Studies describing medical students attitudes towards patients suggest that
undergraduate medical education has far to go in developing positive, patient-
centered views (Haidet et al., 2001; Lamiani, Leone, Meyer, & Moja, 2011),
although recent cases show promise (Christianson, McBride, Vari, Olson, &
Wilson, 2007; Haidet, Kroll, & Sharf, 2006; Lvesque, Hovey, & Bedos, 2013).
Although recent studies (Alharbi, Carlstrm, Ekman, Jarneborn, & Olsson, 2014;
Rathert, Williams, McCaughey, & Ishqaidef, 2015) have explored patients
experiences of overall patient-centeredness, few have been concerned with the
patients specific perceptions of doctors in terms of patient-centered care. The
patients ability to influence the medical education curriculum has often been
unappreciated (Boudreau, Jagosh, Slee, Macdonald, & Steinert, 2008).
On the other hand, the 1990s Educating Future Physicians for Ontario project
(Maudsley et al., 2000) and the international conference Wheres the Patients
Voice in Health Professional Education? (Towle, 2006) both suggested that
patients should be consulted when designing curriculum. The McGill University
Faculty of Medicine also considered patients when redesigning their curriculum
in 2003, leading to a new component that focused on the concept of
physicianship (Boudreau et al., 2008).
terms commonly used in the curriculum were largely absent in the patients
vocabulary, for example, the word healing and healer. Although there was
an overlap in the facultys and patients expectations of a doctors ideal
behaviors, the words to describe these behaviors were quite different,
underlining the fact that the language of patients world and the medical world
are distinct. While patients spoke in active terms: is straightforward;
encourages me; faculty used passive terms such as insight or openness.
The patients viewed the word professionalism in a negative light and rarely
expressed their expectations of doctors in these terms.
associated benefits than educated, young, Caucasian patients. If so, this could
have important implications for developing the kind of curriculum that builds
patient-centered skills. For example, training physicians in self-awareness and
reflective skills could help them build skills to better engage those who have
difficulties in communicating or who might not understand the consultation
process (Alharbi et al., 2014).
These suggestions imply that change must happen at the level of the
patient/doctor interview. The taking of case histories is a pivotal point of contact
in a doctor/patient encounter that results in an account of the patients sickness
and a basis for medical care. In most medical schools, students learn to write
case histories that describe the history of the present illness, which focuses on
the onset, symptoms, and course of disease, as gathered from the patients story
of their personal experience. Students learn to translate the patients story into
an impersonal, biomedically-oriented disease narrative (Donnelly, 1996). The
differences in the doctors and patients accounts can be considerable (Hunter,
1991). In the process of the interview and writing of the medical record, the sick
person as subject is changed into an object of professional inquiry.
In his paper on this phenomenon, Donnelly (1996) suggests that the patient be
attended to as a unique person, and recommends changing the problem-
oriented medical record to one with a more holistic picture of the patients life,
one that involves composing a medical case history as a story of human illness.
To do this, he proposes a patient-centered medical record that contains steps
such as introducing the patient as a person and using words such as chief
concern rather than chief complaint to change the orientation of the
interview. In the History of Present Illness section he suggests first collecting
information relating to the biomedical aspects of the disease, then collecting
information relating to the patients perspective. The latter includes items such
as:
Usually PBL is carried out in small groups of students meeting together with a
tutor who provides guidance and feedback (Wilkerson & Feletti, 1989). PBL
generally takes place in face-to-face tutorials using paper-based cases, although
newer communications and delivery technologies are increasingly transforming
the PBL experience (Duffy, Dueber, & Hawley, 1998; Ellaway & Masters, 2008;
Jin & Bridges, 2014; Poulton, Conradi, Kavia, Round, & Hilton et al., 2009).
Traditionally, the facilitator discloses the case study in stages; students identify
and discuss the case issues, their relevant knowledge, and what they need to
find out in order to resolve the case. To move forward, students research the
learning issues that they identify during the tutorial and share their new
information with the group, repeating the steps if the case progresses in multiple
stages. In summary, the first step is being presented with the problem. Group
members than address the problem by applying clinical reasoning skills. By
interacting with their peers, learners work together to determine the gaps in
their knowledge and what they need to learn. Group members learn the
required material outside of the tutorial (class) and then apply it to solve the
problem and summarize what has been learned from the case (Barrows, 1985).
A PBL tutorial often concludes with the students evaluating the session and the
resources that supported the case. In general, case resources supplement and
illustrate the case study with items such as images, journal articles, x-rays, test
results, and photos.
PBL can be considered within the constructivist tradition (Savery & Duffy, 1995).
The focus is on the learners construction of their own knowledge in a context
similar to one where it will be used. Understanding emerges as a result of
interactions within an environment; learning is distributed and knowledge is
created through social negotiation. Collaboration is key for the testing and
formation of understanding.
PBL case studies are based on authentic situations with no obvious solution.
Information is often vague and conflicting. As information is delivered to
students, they define what is relevant, develop a hypothesis that might account
for the situation, then do research to confirm the hypothesis (Barrows, 1985). The
objective of this method is to develop competencies, critical reasoning, and
learning skills (Barrows, 1984), as well as the ability to appreciate other points of
view, work collaboratively, and to conduct self-assessments (Kamin, Deterding,
Wilson, Armacost, & Breedon, 1999).
Savery and Duffy (1995) suggest that PBL is an approach related to cognitive
apprenticeship, incorporating the knowledge domain and the problem solving
methodology associated with a particular profession, for example, medical
education. In PBL, the case study drives learning and the construction of
knowledge, so the design, structure, and orientation of the case study influences
the students content acquisition and overall learning experience. For example,
case design could influence how medical students decide what is important in
problem-solving situations involving clinical reasoning. This in turn, might
influence how medical students perceive patients and themselves as members of
the medical community of practice.
Taylor and Miflin (2008) contend that the PBL we see today is a product of many
years of evolution in many diverse settings. Case resources can now include not
only physical artifacts, but a wide variety of multimedia and links to the
Internet. Cases themselves can be depicted in video stored remotely, rather than
distributed in person through paper cases. In other words, there are so many
variations in PBL that it is very challenging to compare results from one study to
another. This is not to say that PBL has not produced the positive outcomes
described in the literature, but it does help to explain why there are so many
diverging opinions on how useful PBL is for producing competent doctors.
There is good evidence to support claims of PBLs benefits (e.g., Kaufman &
Mann, 1998; 1999), but studies are based on differing views of desirable
outcomes. PBL applications vary greatly, often departing from Barrows original
conception. Research involving PBL must be carefully documented so that
readers can clearly understand the innovations and components that make up
the research environment and can interpret the results within the appropriate
context.
Gradually PBL has been expanded into the clinical years (Taylor & Miflin, 2008),
and some claim that its limitations are more evident in these years (Mamede,
Schmidt, Rikers, Penaforte, & Coelho-Filho, 2007). As students begin to work in
clinical sites, integrating real patients into PBL becomes more desirable
(Dammers, Spencer, & Thomas, 2001) and can provide ample opportunity for
practicing and reflecting on patient-centered care (DiSalvo, 2015; Staun,
Bergstrm, & Wadensten, 2010). This approach could include some type of
hybrid PBL combining face-to-face and online sessions and providing access to
opportunities to practice with real people after seeing best practices modeled in
video or in person. This is offered as one possible scenario; there are many
others.
The design of effective PBL cases could be quite different for clinical and
preclinical students. Simpler cases in more structured tutorial settings may not
require the deeper analytical and non-analytical reasoning used by more
experienced physicians (Harris, Boyce, & Ajjawi, 2011). These simpler cases,
however, can undermine efforts to integrate the patients perspective, and a
patient-centered care mindset, into preclinical medical education. PBL case
studies can be viewed as having a significant influence on a medical students
perspective on patients and how they diagnose and treat illness. For instance,
cases told from the perspective of the physician may de-contextualize the patient
and enhance a tendency towards detachment (Kenny & Beagan, 2004).
MacLeods (2011) review of 67 cases at one medical school identified six themes
that dehumanize the patient and lead the student to consider the patient as
merely a collection of symptoms that must be diagnosed and treated by the
expert physician. Examples include a focus on playing detective to solve a
case; interchangeable disease symptoms that do not take gender into account;
humorous patient names (e.g. Jack Daniels for an alcoholic); case descriptions
that lack patients voices or details that could help students to visualize real
persons; and race, social class, gender, and other stereotypes.
PBL is rooted in authentic learning situations where the problem is the driving
force for learning about the professional world. In medical education, the
problem presents the patient and their illness as the venue for resolving medical
problems. It is generally assumed that cases strongly reflect, at some level, real
patients and situations that physicians would encounter in their medical
practice. Cases impart information and values about the profession (Kamin,
O'Sullivan, Deterding, & Younger, 2003) and play a role in the transmission of
not only medical information, but also the unspoken assumptions, attitudes, and
values of the health care professional culture (Kenny & Beagan, 2004).
Reframing case content to reflect both the doctors and patients points of view,
using language that can be understood by the patient, presenting a time line that
better reflects the patients experience, and developing a detailed picture of the
patient and those in his/her world may contribute to a more authentic case
study (Kenny & Beagan, 2004). Table 1 shows a summary of questions Kenny
Point of View Does the case narrative unfold from the patients or
the doctors point of view?
Time Frame What is the time frame of the case? What information
is there on the patients previous health? How much
information is there about the patients experience
with the symptoms?
The development of case studies that are rich in narrative information, called
thick narrative, may provide a more robust context for learning than
traditional case studies because rich cases more accurately reflect the complex
reality of patient presentation and interaction. They also may help to lay the
foundation for the development of a more holistic and patient-centered
awareness during the training of health professionals. According to Bruners
(1986) definition, case study narratives, no matter how thin or rich, can influence
students sense of reality, appropriate behavior, and time.
Charon (2001) argues that narrative medicine models medical practice that is
both humane and effective, and narrative competence can enrich it with
Despite a lack of studies that involve all aspects of research described in this
paper, that is, using DBR as an approach to study online PBL case studies in
connection with patient-centered skills and values, there are many studies
concerned with design-based research, online PBL, and the development of
patient-centered skills. Drawing the threads together calls for implementing
DBR and employing qualitative and/or quantitative methods to identify, collect,
and assess the research findings. But first, as Cobb recommends, we must
specify the patient-centered skills wed like to foster in PBL tutorials, and the
practices that might promote them, drawing on situated constructivist learning
as the anchor to bring these elements together coherently.
Street et al. (2007, p. 586) offer a simple, workable model that captures the salient
characteristics of patient-centered behaviors that produce positive patient
outcomes. In this model, the quality of care a patient receives depends on the
doctors communication skills. Doctors who are informative, supportive, and
respectful, and facilitate patient participation, generally have patients who are
more satisfied, more committed to their treatment plans, and experience better
treatment outcomes.
Stewart et al. (2000) explore similar territory, offering more tangible examples of
patient centered communication skills (Table 2).
Source: Summarized from Schwartz, Webb, & Mennin (2001) and Stewart et
al. (2000)
Once patient-centered skills are defined, the next step from the viewpoint of
design research is to develop opportunities for practice within the PBL
environment that can support the students acquisition of patient-centered
values and specific skills, such as learning the patients perspective, getting to
know the patients life context, and working out a mutually agreed treatment
plan. This may be possible, since studies have shown that PBL can offer greater
opportunities to integrate patient-centered values such as humanism and
empathy into their curriculum than those curricula without a PBL program
(Newton, Barber, Clardy, Cleveland, & O'Sullivan, 2008).
There are many factors that could shape the PBL experience in the pursuit of
patient-centered care skills and values. In a medical curriculum, doctor/patient
relationships can be enhanced by mindful practice, communication training, and
recognition of cultural formation (Frankel, Eddins-Folensbee, & Inui, 2011).
Case design may also be a powerful tool in shaping patient centered skills and
values by telling the story of the patient experience. Kenny and Beagans work
on embodying the patient perspective in case design may offer some insights on
this. Access to resources that model patient-centered interviewing techniques
may be another avenue to explore.
Both quantitative and qualitative methods can shed light how well our research
goals have been met. Studying the medical student experience, skills, and
attitudes before, during and after PBL tutorials may provide valuable insights
about how patient-centeredness can be nurtured and developed. Quantitative
research can offer data that measures patient-centered skills and attitudes.
However, qualitative methods are more helpful for understanding a students
feelings, beliefs, values, and subjective experiences in relation to patient-
centered care and how these may evolve within PBL tutorials. For example,
narrative research is based on the assumption that humans interpret their own
world based on their construction of reality, and that telling the story from the
perspective of the individual is important. This idea is closely linked to the
constructivist view that individuals generate knowledge and meaning within a
social context of experience (Clandinin, 1989). Narrative research could therefore
help us understand the development of patient-centered attitudes in a PBL
tutorial. In particular, we are interested in understanding how the experience of
just-the-facts cases (called thin cases) and rich narrative cases (thick cases) may
develop different perceptions of the patient and affect the patient-physician
relationship. Although it is a bit premature to pinpoint the exact methodology
for our research, implementing DBR in conjunction with narrative research may
provide findings that illuminate the subjective experience of PBL.
Next Steps
Since learning happens in the complex, messy context of the PBL interactive
setting, other components will need to be further studied, such as the teaching
and learning of communication skills, the value of video cases and multimedia
case resources, tutorial facilitation, and the supports necessary to encourage
group discussion, an activity central to PBL. It is also necessary to recognize that
PBL does not operate in a vacuum but is a component of medical education as a
whole, within the socio-cultural world of the medical school experience.
However, the scope of a research project will need to be defined within certain
specified parameters in order to be carried out and interpreted.
Conclusion
progress through medical school and related skills are not well-developed. Both
the formal and informal medical school curricula influence the acquisition of
patient-centered attitudes and skills. There is a need to recognize and integrate
educational components that develop patient-centeredness through
communications skills training, practice-based learning, and reflective practice.
PBL can offer a venue for enhancing these types of skills. Creating cases based
on stories can make the learning environment more authentic by telling a
narrative from the patients perspective while providing engaging, memorable
context for practicing patient-centered skills. Recounting thick narratives
through the medium of video and supporting PBL with multimedia resources
may provide a richer experience for learning and teaching.
More work is needed to specify the features of PBL that might contribute to a
patient-centered learning environment and so define the iterations that could be
studied within the context of design-based research. Although design-based
research can be challenging because of the evolving learning ecology like PBL,
this type of research, used in combination with other research approaches,
appears likely to make significant contributions to situated, constructivist theory
within a PBL setting.
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1. Introduction
This paper includes a description of how a case study research methodology was
used to conduct secondary reanalysis of a research synthesis of four different
adult learning practices to identify the characteristics of and conditions under
which the adult learning methods and strategies were most effective in terms of
changes and improvements in learner outcomes. According to Rossman, Yore,
Hand, and Shelley (2009), secondary reanalysis of studies with a common
focus, method, or outcome (p. 589) is analogous to a multiple case study where
consolidated results ofdata from [different] studies with a similar research
focus can afford greater discovery power (p. 587).
from the metasynthesis were used to recode and reanalyze data from a meta-
analysis of adult learning practices to determine if a case study methodology
could reveal generalized patterns of results that would otherwise remain hidden
by only the quantitative analysis of the studies (Gibbert & Nair, 2013; Rossman
et al., 2009). Generalized pattern of results refers to the extent to which the
relationships between independent and dependent variables are systematically
replicated in the different studies in the analyses of multiple case study
data (Yin, 2014). The meta-analysis of the adult learning practices was one
of 15 reviews in the metasynthesis of inservice professional development
afforded preschool, elementary, and secondary educators.
The results provided evidence for literal replication (Hak & Dul, 2010b; Yin,
2014) where the researchers independently came to the same or very similar
conclusions about what matters most in terms of inservice professional
development having optimal educator and student outcomes. Results showed
that all 15 reviews included evidence for the benefits of job-embedded educator
learning opportunities, all 15 reviews included evidence for the effectiveness of
active and authentic educator learning experiences, 13 reviews included
evidence for the effectiveness of extended follow-up supports, and 12 reviews
included evidence for the effectiveness of sufficient dosage (duration and
intensity) of inservice professional development. What was not able to be
determined from the reviews was whether there was evidence for theoretical
replication (Yin, 2014) since researchers did not describe or attempt to determine
whether studies that had no effects or yielded equivocal results did not include
the characteristics found to be effective in the studies with positive results.
Theoretical replication would therefore need to be inferred rather than
demonstrated which limits the generalizability of the findings (de Vaus, 2001;
Eisenhardt & Graebner, 2007; Gibbert & Nair, 2013). There was, however, one
review in the metasynthesis that included sufficient information and data to
conduct secondary reanalysis to ascertain theoretical as well as literal
replication. This meta-analysis was the source of information and data for the
secondary reanalysis described in this paper.
2. Method
2.1. Sources of Case Study Data
The sources of information and data for the secondary reanalysis of the four
adult learning practices was the meta-analysis of the studies of the practices
(Dunst et al., 2010a), supplemental tables and data on the different
characteristics of the practices (Dunst, Trivette, & Hamby, 2010b), and other
publications of findings from the meta-analysis relevant to the purposes of the
study described in this paper (Dunst & Trivette, 2011, 2012). These various
sources included all the necessary information to categorize the adult learning
practices in terms of the Table 1 characteristics and to compute the effect sizes
for the relationships between the classified practices and study outcomes.
3. Results
The average effect sizes for the four different adult learning practices at
the two levels of extended supports for all learner outcomes combined are
shown in Figure 1. For each adult learning practice, more than 20 hours of
extended supports was associated with larger sizes of effect compared to
less than 20 hours of extended supports. The pattern of results indicated
that coaching, which included all four adult learning practices
characteristics, was associated with a larger average effect compared to
the other three adult practices, and that coaching, which included job-
embedded learning, authentic learning opportunities, learner reflection,
and more than 20 hours of extended supports was considerably more
effective than the other three adult learning practices, and far superior to
accelerated learning which included none of the four adult learning
1.25
0.75
0.50
0.25
0.00
Table 2 shows the average effect sizes for the relationships between the four
different adult learning practices and the two adult learning study outcomes at
less than and more than 20 hours of extended professional development
supports. In every instance, the sizes of effect for 20 or more hours of extended
supports were larger than those for less than 20 hours of extended supports for
both of the adult learning practice outcomes. In addition, at each level of
extended supports, coaching, which included all four professional development
characteristics (job embedded learning, authentic learning, learner reflection, 20+
hours of extended supports), had larger sizes of effects for both outcomes
compared to the other three adult learning practices as was found for both
outcomes combined (Figure 1), indicating that the patterns of relationships
between the practices and the two different outcomes were almost identical.
4. Discussion
Results from the secondary reanalysis of the four different adult learning
practices described in this paper provided evidence for both literal and
theoretical replication by demonstrating (1) that the coaching studies which
included all four adult learning practices characteristics constituting the focus of
investigation had the largest sizes of effects with each adult learner outcome
(literal replication) and (2) that the other three adult learning practices which did
not include all four adult learning practices characteristics had smaller sizes of
effect (theoretical replication). Literal and theoretical replication were also
demonstrated by the fact that the individual coaching studies each serve as a
distinct experiment that stands on its own as an analytic unit [and] like a series
of related laboratory experiments, multiple cases [i.e., studies] are discrete
experiments that serve as replications, contrasts, and extensions of emerging
theory (Eisenhardt & Graebner, 2007, p. 25). Accordingly, the results provide
evidence that the presence of the same professional development characteristics
in different studies hypothesized to be related to optimal learner outcomes were
in fact associated with predicted benefits, and the absence of the professional
development characteristics in other studies were related to less than optimal
benefits also as predicted.
The fact that hours of extended professional development supports had value-
added effects in terms of the learner outcomes deserves comment because it
illustrates that a larger dose of different combinations of adult learning practices
characteristics was clearly a factor contributing to learner outcomes. This is
consistent with contentions by Desimone (2009) and Guskey (2002) who noted,
based on both research and practice, that job-embedded learning, authentic
learning opportunities, and learner reflection are more likely to have expected
results if done on repeated occasions over extended periods of time measured in
the present study in terms of the hours of extended professional development
supports (see also Dunst, 2015).
Both deVaus (2001) and Rossman et al. (2009) describe how case study research
can be combined with quantitative data to test hypothesized relationships
between independent and dependent variables. A case study logic was used in
the study described in this paper to categorize four adult learning practices
according to the presence or absence of four different professional development
practices characteristics where quantitative effect sizes were used to discern the
relationships between eight different predicted patterns (Table 1) and the sizes
of effects with two different adult learner outcomes (Table 2). This was neither
new nor innovative (see e.g., Eisenhardt & Graebner, 2007). What was
innovative was the secondary reanalysis of the studies of adult learning
practices where studies that had the same characteristics were treated as
multiple case examples and where the combined results from those studies were
used as the metric for testing whether observed relationships provided support
for hypothesized relationships. This permitted a better and more complete
understanding of which adult learning practice (coaching) with which
characteristics (job-embedded, authentic learning, learner reflection) under
which conditions (20 or more hours of extended professional development
supports) was associated with different adult learning outcomes. As a result,
both goals of the study were achieved: (1) demonstrating the utility of a case
study approach for secondary reanalysis of a quantitative meta-analysis and (2)
identifying which adult learning practices with which characteristics had value-
added explanatory yields.
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Introduction
The introduction of modern education in Ethiopia is traced back to Emperor
Menelik II regime (1889-1993). However, a noticeable development in Ethiopian
modern education was registered during the period of Emperor Haile Selassie I
(1930 1974) though it was limited to few elites. Because of this, the Faculty of
Education was established at Haile Sellassie I University, the now Addis Ababa
University, in 1961. This university was named right after the emperors name; it
was the only pioneer institution in the country to train secondary school teachers
for several decades (Marew et al., 2000 as cited in Ahmed, 2013). Nevertheless,
changes in educational system and educational services continued during the
imperial period (1934-1974) and the Derg regime (1974-1991) respectively.
Above all, the most significant turn in Ethiopian education sector took place in
1991 when the countrys political system was changed. The Federal Democratic
Republic Government of Ethiopia (FDRGE) introduced a new educational
reform, which brought about a major change in the history of Ethiopian
education system. Thus, the new Ethiopian Education and Training Policy was
adopted in 1994 to assert four educational goals of the nation: quality, access,
relevance, and equity. Accordingly, the major policies and reforms introduced to
advance the education scheme in the country were Education and Training
Policy (1994), Teacher Education System Overhaul Program (TESO), and
Teacher Development Programs (TDPs). Therefore, teacher education
programs in Ethiopia have undergone structural changes over the years (Ahmed,
2013).
Currently, Ethiopian primary school teachers are trained through Cluster and
Linear models, and the candidates are awarded a diploma in teaching with a
10+3 education program (MOE, 2013). However, secondary school teachers are
obliged to pass through different training program. For example, earlier to 2010,
teachers were given training for three consecutive years in which applied,
pedagogy, and practical courses were offered simultaneously. However, starting
from 2011, Post Graduate Diploma in Teaching (PGDT), which is a new system
of secondary teacher education, came into effect. Accordingly, the four years
pre-service secondary school teacher education was reshaped to three years
training period to qualify candidates for applied degree, and later on after their
graduation, teacher trainees are required to attend pedagogical and practical
training for one year before they go to secondary schools for the actual teaching.
However, Ethiopia achieved remarkable achievements due to this educational
policy and mass enrollment of trained and skilled teachers; their proficiency and
their perception towards the profession remains questionable.
In line to the changes to Ethiopian policy, literature dictates few local studies
conducted so far on the Postgraduate Diploma in Teaching program. For
instance, a study conducted by Adugna (2012) revealed PGDT trainees join the
teaching profession to advance their education, and get job opportunities.
Similarly, according to study conducted by Koye (2014) the primary motive of
trainees to join the teaching profession was lack of any other career
opportunities. Similarly, Koye and Yonas (2013) studied that change of modality,
lack of understanding between the Ministry of Education (MoE) and other
stakeholders, low motivation of students, shortage of appropriate mentors, and
absence of organized teaching materials were the main problems of PGDT
implementation.
Therefore, the present study was conducted to contribute to the existing body of
knowledge and to address the research gap focusing on PGDT trainees who
were enrolled in two Ethiopian universities. Consequently, the study is different
from the previously discussed studies in terms of the focus groups and scope of
the study. While the above studies focused on PGDT trainees in general, this
study focused on English major prospective teachers who were attending their
PGDT training in Haromaya and Bahir Dar universities.
Although there are few local studies carried out on this area, no study was
conducted that focused on English major PGDT trainees. Therefore, this study
sought to explore English major PGDT trainees views towards postgraduate
diploma in teaching training, and it assessed the participants acquisition of
@2015 The authors and IJLTER.ORG. All rights reserved.
195
knowledge and skills from the training. Therefore, the research objectives listed
beneath were addressed by this study:
3. to find out student teachers views towards their teachers and the
training implementations;
6. to point out if the training has met trainees needs and expectations
On the other hand, key informant interview was conducted with the
coordinators of PGDT program in the study universities. The coordinators were
purposively selected because they followed the students situations more
closely; therefore, they were found rich information about the trainees. The
contents of the interview included: efforts made by universities to promote
PGDT program, assessments of PGDT implementation, orientation level of
stakeholders and their roles as well as problems of students during PGDT
learning and practice. During the interview, a note was taken and analyzed
qualitatively (organizing, categorizing, integrating, and summarizing the
responses). In addition to this, focus group discussion was conducted with 20
PGDT trainees from the two universities. They were included based on their
willingness to take part in the discussion. The main purpose of the trainees FGD
were to get supplementary data about trainees motivation to join PGDT,
facilities to discharge PGDT training, trainees satisfaction and challenges as
well as their effects later on their academic career as a teacher. The data obtained
through FGD were analyzed qualitatively using content analysis and response
summary.
As far as the size of trainee participants is concerned, the total number of English
major trainee-teachers enrolled in Ethiopian universities was only 50, and they
were admitted in two selected Ethiopian public universities namely: Bahir Dar
and Haromaya universities. It was only this number of students that were
attending the PGDT training in Ethiopian higher institutions in the year
2014/15. Thus, since the number of the population was small and manageable,
all the trainees were taken using comprehensive sampling technique.
Degree of frequency
N % N % N % Mean Std. D
I chose PGDT because it suits my personal 31 62.0 1 2.0 18 36.0 3.2600 .96489
interest
I chose teaching profession because it was 18 36.0 3 6.0 29 58.0 3.2200 .95383
the only alternative for me
I joined PGDT because I was advised by 23 46.0 11 22.0 16 32.0 2.8600 .88086
my parents and peers
I joined PGDT to increase the chance for 15 30.0 5 10.0 30 60.0 3.3000 .90914
employment
what is stated. Thus, based on majority response, we can understand that the
trainees choose PGDT for it increases the chance for employment.
Table 2: Students views towards their teachers and the training implementations
Degree of frequency
Im learning high level of competence and 10 20.0 5 10.0 35 70.0 3.5000 .81441
commitment in teaching from my role model
lectures
Usually my PGDT instructors show high 10 20.0 4 8.0 36 72.0 3.5200 .81416
motivation and subject mastery in teaching
Im usually interested with all that is taught 32 64.0 4 8.0 14 28.0 2.6400 .89807
in my class
I feel the lessons offered in my training can 8 16 4 8.0 38 76.0 3.6000 .75593
help me to be a good secondary school
teacher
I feel the courses that Im taking are valuable 13 26.0 9 18.0 28 56.0 3.3000 .86307
The courses offered to me as a PGDT are not 27 54.0 5 10.0 18 36.0 2.8200 .94091
attractive
My instructor plans usually innovative class 9 18.0 8 16.0 33 66.0 3.4800 .78870
activities, techniques and assignments
Class activities are usually clear and well 13 26.0 5 10.0 32 64.0 3.3800 .87808
organized (task oriented)
With regard to the adequacy of trained teachers and lectures who let trainees
inspire to teaching profession, majority of the respondents that accounts 64%,
agreed that they were able to meet qualified teachers who inspired them to
teaching profession where as 28% of them are not inspired by their teachers. On
the other hand, 70% of the respondents agreed that they are experiencing high
level of competence and commitment in teaching from their role model lectures.
Thus, it is possible to infer that a significant number of PGDT trainees are
developing high level of commitment and competence because of their teachers
who are role models. Likewise, it can be deduced that instructors are motivated
and posses subject mastery of teaching which might help the prospective
teachers acquire the necessary skills and competence. However, majority of the
respondents that accounts 64 % are not usually interested with courses they are
taught. Moreover, significant number of the respondents (76%) confirmed that
the lessons they are offered can help them to be good secondary school teachers.
On the other hand, (56%) of the participants agreed that they feel the courses
that they are taking are valuable whereas (54) of them disagreed that the courses
offered to them as a PGDT are attractive. Similarly, (66% and 64%) of the
respondents agreed that their instructors plan usually innovative class activities,
techniques and assignments; Class activities are usually clear and well organized
(task oriented) respectively.
Degree of frequency
I think my class room and the overall learning 21 42.0 5 10.0 24 48.0 3.0600 .95640
environments are not attractive
I feel Im getting adequate services as a PGDT 28 56.0 4 8.0 18 36.0 2.8000 .94761
trainee
Schools work allocation and residence for 30 60.0 6 12.0 14 28.0 2.6800 .89077
PGDT students is suitable
Degree of frequency
Statements N % N % N %
Mean Std. D
I think attendance and pass mark is enough 22 44.0 6 12.0 22 44.0 3.0000 .94761
for me
I feel PGDT courses could have been 10 20.0 5 10.0 35 70.0 3.5000 .81441
offered before I completed my applied
degree in English
I would like to have another profession 10 20.0 8 16.0 32 64.0 3.4400 .81215
other than teaching as soon as I get it
I feel teaching is a despised profession; not 18 36.0 9 18.0 23 46.0 2.9800 .91451
wanted by many.
Degree of frequency
Disagree Neutral Agree
Statements
N % N % N % Mean Std. D
Im being able to evaluate myself for 4 8.0 1 2.0 45 90.0 3.8200 .56025
improvement
I usually participate actively and attentively 4 8.0 6 12.0 40 80.0 3.7200 .60744
in class discussions and activities
I clearly know Ministry of Education plans 19 38.0 9 18.0 22 44.0 3.0600 .91272
and goals about PGDT and teacher education
I am satisfied with the knowledge, concepts, 14 28.0 6 12.0 30 60.0 3.3200 .89077
procedures and principles of teaching
profession I acquired from the training.
I am ready and motivated to implement the 8 16.0 6 12.0 36 72.0 3.5600 .76024
practice in the workplace
The training enables me to further develop 8 16.0 4 8.0 38 76.0 3.6000 .75593
my language(English) and communication
skills
Valid N (listwise) 50*
Degree of frequency
also pointed out that the training enabled them to develop their skills,
knowledge and confidence, and it helped them assess their performance. In
addition to this, trainees were also able to experience school work and working
with colleagues. In contrast to this, nearly 55% of the respondents explained that
the training has not met their expectations because of the following reasons. The
universities where they were assigned to attend the training do not fulfill the
necessary materials for them, and lack of coordination and communication
among the stakeholders made the training boring. It was also found that the
training does not meet their needs and expectations. Particularly, participants
who were attending their training in Bahir Dar University were made to attend
the PGDT program at Agriculture Campus (Zenzelima Campus) where there
were no relevant materials for the training. The distance of the training place
from the main campus was challenge to the trainees and the supervisors.
Moreover, the time given to teaching and practices was inadequate, and the per
diem they were given during practicum was insufficient. Likewise, mentioning
the training was essential for them, the respondents complained about the
quality of some of the courses and materials they were provided as PDGT
trainee. They also pointed out that they could have taken this training while they
were at universities for applied degree in English, and they sometimes feel that
attending this training is waste of time and finance. Moreover, they explained
that the training has not met their expectations in that the number of courses
they are required to take and the time given to complete the training are not
proportional. This in return, made the trainees to be overloaded with courses
though the time and the finance allotted for the training were not appropriate,
planned and fair.
result obtained from the key informant interview showed that there are no
promotions made at university level to attract trainees to the teacher education
program. Therefore, brochures, quotes and pamphlets were not even posted to
attract trainees to the teaching profession. From this result, it can be possible to
conclude that insignificant attention is given to the development of teachers
education and fulfillment of the necessary physical infrastructure that triggers
students to come to this field of study. This situation significantly affects the
quality of education and the students career.
Lastly, the trainees mentioned their challenges such as duration of the training,
budget allocation and lack of relevant promotion in the area. To overcome the
aforementioned mentioned challenges, they forwarded the following solutions.
First, the training should be supported financially. Second, they suggested the
duration of the training to be minimized to 4 months, or the PGDT courses to be
offered parallel to their applied English major courses so that they can
immediately go to work after graduation. This shows that the trainees do not
like to stay in the teaching profession for a number of reasons among which low
salary is a major cause. Moreover, they claimed the teaching and learning
materials to be appropriate to nature of their subject matter and their profession.
Therefore, this situation of the trainees calls for an urgent attention to promote
or refresh the teacher education discipline in Ethiopian context.
Despite all the problems they are encountering, trainees are satisfied with their
performance in the tests and assessments. However, the trainees perceived that
PGDT courses could have been offered before they had completed their applied
degree in English. It was found that trainees have inculcated positive moral
values in their practice as a student teacher; the training enabled them to
demonstrate professional commitment and work ethics. Although they are still
somewhat doubtful about the plans of MoE, they are ready to implement
ministry of education initiatives into classroom practice.
Nonetheless, the universities where trainees are assigned to attend the training
do not fulfill the necessary materials required for the training. There is lack of
coordination among the stakeholders; the number of courses that trainees are
required to take and the time given to complete the training are not
proportional; in return all these challenges made the training boring to meet the
trainees needs and expectations. Particularly, participants who are attending
their training in Bahir Dar University mentioned that they were made to attend
PGDT program at Agriculture Campus where there are no relevant materials for
the training. It was also found that the time given to teaching practice was
inadequate, and the per diem they were given during practicum was
insufficient.
The result of the study also revealed that promotions were not made at
university level to attract trainees to the teacher education program. Brochures,
pamphlets and quotes that encourage students into teaching profession were
not made. And all these show that much attention is not given to the
development of teacher education and fulfillment of the necessary physical
infrastructure that triggers students to come to this field of study. Hence, it is
undeniable that this situation significantly affects the quality of education and
the students career.
There are also inconsistencies in the implementation of the PGDT program. The
students spent their time at home after they were already assigned; they waited
at home for months. Besides, it was difficult for the universities to discharge the
training on time. Shortage of time, absence of committed and qualified
supervisors, lack of professional payment for supervisors and limited resources
(modules, action research guidelines) were also affecting the smooth
implementation of PGDT program. These challenges negatively affected the
attitude of students towards the teaching profession and career as teachers.
Lastly, the trainees had no inherent motivation to be teachers except it was the
only option to get job. In addition to this, the course materials prepared for
PGDT students were bulky and unmanageable. Moreover, trainees face financial
problems, harsh working environment, scarcity of resources and unsmooth
physical infrastructure, far school placement, lack of books in the practice areas,
limited time allocation to collect data for action research and lack of computers.
Therefore, this scenario can adversely affect the trainees teaching profession and
quality of education at large.
2. Recommendations
Based up on the results obtained and the conclusions drawn, the following
recommendations were forwarded:
alleviate this problem and to intrinsically motivate trainees, the MoE and
other stakeholders should promote the teaching profession.
ACKNOWLEDGEMENTS
We would like to express our gratitude to the student teachers who helped us in
giving the necessary information through questionnaire and FGD. Next, our
heartfelt appreciation goes to the program coordinators who were interviewed
and gave us their precious time for the successful accomplishment of the data
collection through key informant interview. Lastly, we also would like to thank
Jimma University, particularly, College of Social Sciences and Humanities, for
funding and sponsoring this research.
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