Globalized E-Learning Cultural Challenges

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Edmundson, Andrea, Ed.

2007-01-01

"Globalized E-Learning Cultural Challenges" explores the issues educators, administrators, and instructional designers face when transferring knowledge and skills to other cultures through e-learning. Most e-learning courses have been designed in Western cultures, but the largest and fastest-growing consumer groups live in Eastern…

CULTURAL VARIATIONS IN LEARNING AND LEARNING STYLES

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Pegah OMIDVAR,, Putra University, MALAYSIA

2012-08-01

Full Text Available The need for cross-cultural understanding of the relationship between culture and learning style is becoming increasingly important because of the changing cultural mix of classrooms and society at large. The research done regarding the two variables is mostly quantitative. This review summarizes results of the existing research on cultural variations in learning styles. Limitations of the existing studies are discussed and some suggestion for future research is proposed.

Cross-cultural Lifelong Learning

OpenAIRE

2010-01-01

Globalisation, internationalisation, multiculturalism, immigration, and growing number of cross-cultural encounters are colorising the everyday life both in Western and Eastern parts of the world. However, in most cases, lifelong learning is normally studied in and around a certain condensed culture or from the dominant Western perspective. Thus it is important to ask how we should rebuild our conceptions of 'culture' or 'learning' in the context of these global cross-cultural trends, or how ...

Promoting Teachers of Culturally and Linguistically Diverse (CLD) Students as Change Agents: A Cultural Approach to Professional Learning

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Li, Guofang

2013-01-01

This article proposes a cultural approach to professional learning to empower pre- and in-service teachers to successfully address increasingly diverse student populations and become culturally responsive to students' diverse backgrounds. This cultural approach treats culture as a vital source for reshaping the politics of identity and…

Cultural Learning Redux

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Tomasello, Michael

2016-01-01

M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate but overimitate in order to identify and…

Higher frequency of social learning in China than in the West shows cultural variation in the dynamics of cultural evolution.

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Mesoudi, Alex; Chang, Lei; Murray, Keelin; Lu, Hui Jing

2015-01-07

Cultural evolutionary models have identified a range of conditions under which social learning (copying others) is predicted to be adaptive relative to asocial learning (learning on one's own), particularly in humans where socially learned information can accumulate over successive generations. However, cultural evolution and behavioural economics experiments have consistently shown apparently maladaptive under-utilization of social information in Western populations. Here we provide experimental evidence of cultural variation in people's use of social learning, potentially explaining this mismatch. People in mainland China showed significantly more social learning than British people in an artefact-design task designed to assess the adaptiveness of social information use. People in Hong Kong, and Chinese immigrants in the UK, resembled British people in their social information use, suggesting a recent shift in these groups from social to asocial learning due to exposure to Western culture. Finally, Chinese mainland participants responded less than other participants to increased environmental change within the task. Our results suggest that learning strategies in humans are culturally variable and not genetically fixed, necessitating the study of the 'social learning of social learning strategies' whereby the dynamics of cultural evolution are responsive to social processes, such as migration, education and globalization.

Adaptive enhancement of learning protocol in hippocampal cultured networks grown on multielectrode arrays

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Pimashkin, Alexey; Gladkov, Arseniy; Mukhina, Irina; Kazantsev, Victor

2013-01-01

Learning in neuronal networks can be investigated using dissociated cultures on multielectrode arrays supplied with appropriate closed-loop stimulation. It was shown in previous studies that weakly respondent neurons on the electrodes can be trained to increase their evoked spiking rate within a predefined time window after the stimulus. Such neurons can be associated with weak synaptic connections in nearby culture network. The stimulation leads to the increase in the connectivity and in the response. However, it was not possible to perform the learning protocol for the neurons on electrodes with relatively strong synaptic inputs and responding at higher rates. We proposed an adaptive closed-loop stimulation protocol capable to achieve learning even for the highly respondent electrodes. It means that the culture network can reorganize appropriately its synaptic connectivity to generate a desired response. We introduced an adaptive reinforcement condition accounting for the response variability in control stimulation. It significantly enhanced the learning protocol to a large number of responding electrodes independently on its base response level. We also found that learning effect preserved after 4–6 h after training. PMID:23745105

Adaptive strategies for cumulative cultural learning.

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Ehn, Micael; Laland, Kevin

2012-05-21

The demographic and ecological success of our species is frequently attributed to our capacity for cumulative culture. However, it is not yet known how humans combine social and asocial learning to generate effective strategies for learning in a cumulative cultural context. Here we explore how cumulative culture influences the relative merits of various pure and conditional learning strategies, including pure asocial and social learning, critical social learning, conditional social learning and individual refiner strategies. We replicate the Rogers' paradox in the cumulative setting. However, our analysis suggests that strategies that resolved Rogers' paradox in a non-cumulative setting may not necessarily evolve in a cumulative setting, thus different strategies will optimize cumulative and non-cumulative cultural learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

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Mike Levy

2007-02-01

Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

A Cross-Cultural Comparison of Anatomy Learning: Learning Styles and Strategies

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Mitchell, Barry S.; Xu, Qin; Jin, Lixian; Patten, Debra; Gouldsborough, Ingrid

2009-01-01

Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries,…

Learning Cultural Humility Through Stories and Global Service-Learning.

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Matthew, Stephanie; Hockett, Eloise; Samek, Linda

Service-learning experiences are utilized by nursing programs to increase cultural learning for students. Through storytelling, the concept of cultural humility can be explained to students preparing for upcoming intercultural experiences. This case study describes the experience of nursing students and educators on their first service-learning trip to Kenya, and how intercultural issues were navigated as students developed cultural humility. The story now is shared in preparation for subsequent international student nursing trips. The utilization of storytelling can be a model for others preparing for service-learning experiences.

Chinese Culture of Learning from Western Teachers’Viewpoint

Institute of Scientific and Technical Information of China (English)

邹旭

2014-01-01

While more and more teachers from Western culture teach in China, research on the different cultures of learning in China's teaching context and Western teachers’views on the Chinese culture of learning and teaching have been rarely conduct-ed. This essay discusses the implications of cultural differences of learning between China and the West, particularly Western teachers’viewpoint on Chinese culture of learning. The conclusion suggests that it is of great importance to be aware that culture is just one of many factors that determine individual learning, and teachers are supposed to avoid stereotyping and simplistic views with regard to culture of learning, though general trends and patterns may exist among a certain type of culture.

Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context

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Kang, Haijun; Chang, Bo

2016-01-01

There is a lack of shared understanding of how culture impacts learning in online environment. Utilizing document analysis, the authors in this research study culture's impact on the learning behaviors of student sojourners from Confucius culture studying in Western online learning context. The shared understandings of Confucius culture and…

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

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Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

2014-03-01

This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning in Cultural Context: Developing Destinies

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Rogoff, Barbara

2012-01-01

Over more than three decades spent researching cultural aspects of how children learn, the author has had the opportunity to learn about how individuals and cultural communities change and continue. During her research on children's learning by observing and "pitching in" in a Mayan community in Guatemala, the author learned a great deal…

The Ontogeny of Cultural Learning.

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Legare, Cristine H; Harris, Paul L

2016-05-01

Developmental research has the potential to address some of the critical gaps in our scientific understanding of the role played by cultural learning in ontogenetic outcomes. The goal of this special section was to gather together leading examples of research on cultural learning across a variety of social contexts and caregiving settings. Although the field of developmental psychology continues to struggle with the persistent problem of oversampling U.S. and Western European populations, we argue that the articles in this special section add to the growing evidence that children everywhere draw on a repertoire of cultural learning strategies that optimize their acquisition of the specific practices, beliefs, and values of their communities. We also identify future directions and outline best practices for the conduct of research on cultural learning. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Cultures of Learning and Learning Culture: Socratic and Confucian Approaches to Teaching and Learning

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Gorry, Jonathan

2011-01-01

A wide variety of British universities are expanding efforts to attract international students. This article argues that higher education's implicit claim to all-inclusive "universality" may hereby be challenged by subsequent issues of cultural particularity. Here I set to conceptualise possible differences in the learning culture of…

The influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students

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Sudarmin, S.; Selia, E.; Taufiq, M.

2018-03-01

The purpose of this research is to determine the influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students and how the students’ responses to learning. The method applied in this research is a quasi-experimental with non-equivalent control group design. The sampling technique applied in this research is the technique of random sampling. The samples were eight grade students of one of junior high schools in Semarang. The results of this research were (1) thestudents’ cultural awareness of the experiment class is better than the control class (2) inquiry learning model with ethnoscience content strongly influencing the cultural awareness of students by 78% and (3) students gave positive responses to inquiry learning model with ethnoscience content. The conclusions of this research are inquiry-learning model with ethnoscience content has positive influence on students’ cultural awareness.

Workplace Learning as a Cultural Technology.

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Solomon, Nicky

2001-01-01

Despite the raised status of learning in workplace culture, workplace learning may be experienced as oppressive or disempowering when it must conform to cultural norms or learner differences are made invisible. Workplace educators should understand culture as an evolving entity and challenge oppressive workplace practices. (Contains 16…

Who Learns More? Cultural Differences in Implicit Sequence Learning

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Fu, Qiufang; Dienes, Zoltan; Shang, Junchen; Fu, Xiaolan

2013-01-01

Background It is well documented that East Asians differ from Westerners in conscious perception and attention. However, few studies have explored cultural differences in unconscious processes such as implicit learning. Methodology/Principal Findings The global-local Navon letters were adopted in the serial reaction time (SRT) task, during which Chinese and British participants were instructed to respond to global or local letters, to investigate whether culture influences what people acquire in implicit sequence learning. Our results showed that from the beginning British expressed a greater local bias in perception than Chinese, confirming a cultural difference in perception. Further, over extended exposure, the Chinese learned the target regularity better than the British when the targets were global, indicating a global advantage for Chinese in implicit learning. Moreover, Chinese participants acquired greater unconscious knowledge of an irrelevant regularity than British participants, indicating that the Chinese were more sensitive to contextual regularities than the British. Conclusions/Significance The results suggest that cultural biases can profoundly influence both what people consciously perceive and unconsciously learn. PMID:23940773

Playful Learning Culture in the Museum

DEFF Research Database (Denmark)

Marchetti, Emanuela

2013-01-01

not undergone much investigation. This study was conducted in cooperation with two historical museums, these being the Transport Museum in Coventry, England and The Viking Museum in Ribe, Denmark. A new learning platform called MicroCulture has been created, aimed at eliciting a sociocultural understanding......Museum learning culture is going through a paradigmatic change. Two main positions are dominant: the modernist, emphasizing the need for assessment and uniform learning outcomes, and the postmodern, encouraging dialogue and multiple learning outcomes. A critical factor is the potential contribution...... of history in young visitors. This study indicates that museum learning culture could be enriched by the introduction of mediated play as a resource for conceptual thinking and social interaction....

Culture in Language Learning: Background, Issues and Implications

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Omid Pourkalhor

2017-03-01

Full Text Available The present study aimed at presenting the historical background of the emergence of culture in language learning and how it can be correlated with the language learners. In fact, by providing various definitions of culture and the role it might play in the process of language learning, whether directly or indirectly, this research provides a clear-cut overview of culture and its application among the people as well as their communication in the society. Moreover, the relationship between culture and language learning is also taken into account. To this end, basic definitions of culture in different research studies are investigated moving toward finding a path to make a connection between language and culture. Therefore, a review of studies on the relationship between language learning and culture is provided to account for the possible effectiveness of benefiting from culture in the language learning process in that the learning context (i.e. foreign or second language can be affected by the culture of the teachers as well as the learners. This demands that both teachers and learners should be aware of cultural issues surrounding the language and the fact that it can be beneficial for the process of language learning. If learner are consciously involved in the culture of the language they are learning, they certainly can have better performance and understand the language more tangibly.

Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

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Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2017-06-01

Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

Understanding Learning Cultures

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Hodkinson, Phil; Biesta, Gert; James, David

2007-01-01

This paper sets out an explanation about the nature of learning cultures and how they work. In so doing, it directly addresses some key weaknesses in current situated learning theoretical writing, by working to overcome unhelpful dualisms, such as the individual and the social, and structure and agency. It does this through extensive use of some…

Cultural Challenges in Developing E-Learning Content

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Marianne Amir Azer

2011-03-01

Full Text Available Education is an important component of any nation’s development process. Society has been credited with creating technology, but technology is simultaneously creating society. One of the key benefits of such technology creation includes learning and curriculum development, which is otherwise referred to as e-leaning, and more appropriately referred to as global e-learning. Global e-learning raises some implications, which include communication, culture, and technology, that must be addressed before successful implementation and outcome can occur. In this paper, we discuss cultural related issues such as culture influence on e-learning and the dimensions of cultural variability. In addition, we present the main challenges to provide e-learning opportunities. Finally, a case study for facing the cultural challenges is presented; this will be followed by concluding remarks at the end of this paper.

Learner Cultures and Corporate Cultural Differences in E-Learning Behaviors in the IT Business

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Swierczek, Fredric William; Bechter, Clemens; Chankiew, Jeerawan

2012-01-01

Corporate cultural values have a major influence on learning. For learning to be effective it must be adapted to the cultural context in which it takes place. E-learning neither eliminates cultural differences nor is it culture free. This study focuses on two major Indian IT companies with different Corporate Cultures sharing the same expected…

Organizational Learning Culture, Learning Transfer Climate and Perceived Innovation in Jordanian Organizations

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Bates, Reid; Khasawneh, Samer

2005-01-01

This paper examines the relationship between organizational learning culture, learning transfer climate, and organizational innovation. The objective was to test the ability of learning organization culture to account for variance in learning transfer climate and subsequent organizational innovation, and to examine the role of learning transfer…

Grist and mills: on the cultural origins of cultural learning

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Heyes, Cecilia

2012-01-01

Cumulative cultural evolution is what ‘makes us odd’; our capacity to learn facts and techniques from others, and to refine them over generations, plays a major role in making human minds and lives radically different from those of other animals. In this article, I discuss cognitive processes that are known collectively as ‘cultural learning’ because they enable cumulative cultural evolution. These cognitive processes include reading, social learning, imitation, teaching, social motivation and theory of mind. Taking the first of these three types of cultural learning as examples, I ask whether and to what extent these cognitive processes have been adapted genetically or culturally to enable cumulative cultural evolution. I find that recent empirical work in comparative psychology, developmental psychology and cognitive neuroscience provides surprisingly little evidence of genetic adaptation, and ample evidence of cultural adaptation. This raises the possibility that it is not only ‘grist’ but also ‘mills’ that are culturally inherited; through social interaction in the course of development, we not only acquire facts about the world and how to deal with it (grist), we also build the cognitive processes that make ‘fact inheritance’ possible (mills). PMID:22734061

An Empirical Perspective on the Culture - Corporate Social Responsibility Relationship

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Dumitru ZAIȚ

2013-12-01

Full Text Available Business competition and pressure of European directives put Romanian company in a position to find answers to issues related to long-term survival and development. In this context we believe it is necessary to analyze some of the most important components that should be taken into consideration at the strategic level: national and organizational culture. The results indicate that corporate social responsibility is supported by learning and change-oriented organizational culture, but also by a favorable cultural and national economic framework. Based on these theoretical considerations we intent to emphasize the relationships between national culture / corporate culture and corporate social responsibility (CSR, elaborating an empirical argument by analyzing the results provided by Global 100, an annual project initiated by Corporate Knights Inc. (Davos. Starting with 2005, it has the largest database in the world and an appropriate evaluation methodology that provides a ranking of the top 100 most responsible companies in the world.

Culturally Responsive Physics Teaching: Content or Conveyance?

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Stewart, Taquan Seth

2011-12-01

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

Organisational culture and learning: a case study.

Science.gov (United States)

Bell, Elaine

2013-11-01

To explore the impact organisational cultures have on the learning experience of student nurses and identify the influencing factors. A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. Copyright © 2013 Elsevier Ltd. All rights reserved.

Organisational Culture: Electronic Support for Occupational Learning.

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Saunders, Murray

1998-01-01

Outlines the interrelationship between telematic learning support and organizational culture of the workplace, defines occupational learning and types of organizationally generated knowledge, identifies concepts of organizational culture, and assesses the argument that telematics can effect changes in culture. Contextualizes these issues in new…

Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English.

Science.gov (United States)

Carey-Webb, Allen

Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture,…

A Culture of Learning: Inside a Living-Learning Center

Science.gov (United States)

Kranzow, Jeannine; Hinkle, Sara E.; Muthiah, Richard; Davis, Colin

2015-01-01

Exploring the culture of a living-learning center, this study examines the educational practices that aim to link in- and out-of-class experiences. Through a cultural lens, the authors offer a glimpse into a living-learning center located within a state institution in the Midwest that models a way of effectively connecting the curricular and…

From Learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement

Science.gov (United States)

Biesta, Gert

2011-01-01

This article outlines a new approach to the study of learning and the improvement of education. The approach consists of two elements: a theory of learning cultures and a cultural theory of learning. Learning cultures are different from learning contexts or learning environments in that they are to be understood as the social practices through…

Blended e-learning Design: Discussion of Cultural Issues

Directory of Open Access Journals (Sweden)

Ahmed A Al-Hunaiyyan

2008-06-01

Full Text Available Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emphasizes on the importance of cultural learning objects (CLO and its role in the design of multimedia-based e-learning systems.

The Importance of Culture Teaching and Learning in TCFL

Institute of Scientific and Technical Information of China (English)

徐冰洁

2014-01-01

As the learning and teaching Chinese become more and more popular, there are more people from different parts of the world coming to China to learn Chinese.Since culture and language are interconnected, language learning should combine with culture study during the whole process of Chinese learning and teaching.This paper disscusses the relationships between language learning and culture and then points out the importance of culture learning and teaching in TCFL(Teach Chinese as Foreign Language).

A Cultural Approach to Learning

DEFF Research Database (Denmark)

Rasmussen, Lauge Baungaard

1998-01-01

The this article learning is discussed in relation to different understanding of culture. In particular the dialectics of 'Enlightenment' inthe Western culture are reflected , as well aslow- and high-context communication and learningin different types of culture. Finaaly the Weberian methodology...

Teaching and Learning Language as Culture

Institute of Scientific and Technical Information of China (English)

刘朝晖

2007-01-01

It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

OpenAIRE

Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

2007-01-01

Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

Learning progressions from a sociocultural perspective: response to "co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action"

Science.gov (United States)

Tytler, Russell

2016-10-01

This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action". The paper is interesting for a number of reasons, and in this response I will identify different aspects of the paper and link the points made to my own research, and that of colleagues, as complementary perspectives. First, the way that the science curriculum is conceived as an expanding experience that moves from the classroom into the community, across subjects, and across time, links to theoretical positions on disciplinary literacies and notions of learning as apprenticeship into the discursive tools, or `habits of mind' as the authors put it, that underpin disciplinary practice. Second, the formulation of progression through widening communities of practice is a strong feature of the paper, and shows how children take on the role of scientists through this expanding exposure. I will link this approach to some of our own work with school—community science partnerships, drawing on the construct of boundary crossing to tease out relations between school science and professional practice. Third, the demonstration of the expansion of the children's view of what scientists do is well documented in the paper, illustrated by Figure 13 for instance. However I will, in this response, try to draw out and respond to what the paper is saying about the nature of progression; what the progression consists of, over what temporal or spatial dimensions it progresses, and how it can productively frame curriculum processes.

Independent Learning Crossing Cultures: Learning Cultures and Shifting Meanings

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Spiro, Jane; Henderson, Juliet; Clifford, Valerie

2012-01-01

This paper contrasts the notion of "independent learning" as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or "consumers" of education. Both informant groups are staff and students studying in a culture different to that of…

Cultures of Learning in Effective High Schools

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Tichnor-Wagner, Ariel; Harrison, Christopher; Cohen-Vogel, Lora

2016-01-01

Purpose: Research indicates that a culture of learning is a key factor in building high schools that foster academic achievement in all students. Yet less is known about which elements of a culture of learning differentiate schools with higher levels of academic performance. To fill this gap, this comparative case study examined the cultures of…

Cross cultural dimensions to the learning and practice of learning ...

African Journals Online (AJOL)

The paper focused on the question of cultural dimension to learning and the practice of learning in different schools. It can be argues that values mould a culture and this influences the interactions through their adherence to the daily practices. Thus the different schools experience different kinds of conflicts between their ...

Dealing with Difference: Building Culturally Responsive Classrooms

Directory of Open Access Journals (Sweden)

Nina Burridge

2009-11-01

Full Text Available Australia continues to develop as a multicultural society with levels of immigration increasing significantly over recent years as a result of government policies. More recently, the new period of financial turmoil, continuing threats from terrorism and environmental concerns, have all exacerbated the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally response classrooms is a perennial issue for both teachers and educators. A major challenge for teachers is to at a minimum, understand cultural differences as they manifest in their particular school settings and to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of recent school policies, highlight a number of frameworks for addressing cultural diversity in the classroom, in particular the approaches by Kalantzis and Cope’s (1999 and Hickling-Hudson (2003. We also draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney metropolitan schools to discuss the need for more greater resource and policy support for progressive teaching approaches that support the development of a more tolerant and inclusive multicultural society. Key words: cultural diversity, schools, teacher education, classroom practice, social inclusion

An Empirical Perspective on the Culture - Corporate Social Responsibility Relationship

OpenAIRE

Dumitru ZAIȚ; Angelica-Nicoleta ONEA; Ruxandra CIULU; Maria TĂTĂRUȘANU

2013-01-01

Business competition and pressure of European directives put Romanian company in a position to find answers to issues related to long-term survival and development. In this context we believe it is necessary to analyze some of the most important components that should be taken into consideration at the strategic level: national and organizational culture. The results indicate that corporate social responsibility is supported by learning and change-oriented organizational culture, but also by ...

Social learning and evolution: the cultural intelligence hypothesis

Science.gov (United States)

van Schaik, Carel P.; Burkart, Judith M.

2011-01-01

If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer. PMID:21357223

Social learning and evolution: the cultural intelligence hypothesis.

Science.gov (United States)

van Schaik, Carel P; Burkart, Judith M

2011-04-12

If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.

Fostering cultural inclusiveness and learning in culturally mixed business classes.

Science.gov (United States)

Mak, Anita S; Daly, Anne; Barker, Michelle C

2014-01-01

Business educators have advocated that in order to build faculty's intercultural capability, it is vital to provide them with professional development in using intercultural training resources and with "community of practice" support in adapting such resources for enhancing their students' intercultural learning. This approach has been adopted in an Australian action research project titled "Internationalisation at Home" (IaH), which involved providing faculty with professional development adapted from an established intercultural training resource - the EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program. In this paper, we present two case studies of the implementation of the IaH Project in business schools at the University of Canberra and at Griffith University. Lessons learned from the first study were incorporated in the design and evaluation of the second one. Faculty leaders will describe how they engage and support colleagues in adapting components of EXCELL to foster cultural inclusiveness and facilitate students' intercultural competence development. As part of project evaluation, we hypothesised that students who participated in IaH courses would report greater levels of (1) cultural inclusiveness in their educational environment, and (2) cultural learning development, compared with students who were not enrolled in IaH courses. Research participants in the Canberra case study comprised an intervention group of 140 business undergraduates enrolled in an IaH course, and a control group of 59 non-IaH undergraduates. At Griffith, participants were 211 first year management students in the intervention group and 84 students enrolled in a non-IaH first year course. In each case study, an end-of-semester survey showed that students who had completed courses with the IaH project intervention reported significantly greater levels of perceived cultural inclusiveness in multicultural classes, and of cultural learning development, than

An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth

Science.gov (United States)

Garvin, Brittany A.

There have been numerous calls and efforts made to provide states, school districts, and communities needed financial support to increase and enhance access to and opportunities in Science, Technology, Engineering, and Math (STEM) related disciplines for marginalized populations (Tyson, Lee, & Hanson, 2007; Caldwell & Siwatu, 2003). As the challenge to better educate students of color and poor students intensifies, the need to provide equitable science learning experiences for all students aimed at scientific literacy and STEM also becomes critical. Thus the need to provide summer science enrichment programs where students engage in scientific experimentation, investigation, and critical thinking are vital to helping students who have been traditionally marginalized achieve success in school science and enter the science career pipeline. This mixed methods study examined the impact of a culturally responsive approach on student attitudes, interests in science education and STEM careers, and basic science content knowledge before and after participation in an upward bound summer program. Quantitative results indicated using a culturally responsive approach to teach science in an informal learning space significantly increases student achievement. Students receiving culturally responsive science instruction exhibited statistically significant increases in their posttest science scores compared to pretest science scores, M = 0.376, 95% CI [0.266, 0.487], t (10) = 7.610, p < 0.001. Likewise, students receiving culturally responsive science instruction had a significantly higher interest in science (M = 1.740, SD = 0.548) and STEM careers, M = 0.597, 95% CI [0.276, 0.919], p = 0.001. The qualitative data obtained in this study sought to gain a more in-depth understanding of the impact of a culturally responsive approach on students' attitudes, interests in science and STEM careers. Findings suggest providing students the opportunity to do and learn science utilizing a

Cumulative cultural learning: Development and diversity

Science.gov (United States)

2017-01-01

The complexity and variability of human culture is unmatched by any other species. Humans live in culturally constructed niches filled with artifacts, skills, beliefs, and practices that have been inherited, accumulated, and modified over generations. A causal account of the complexity of human culture must explain its distinguishing characteristics: It is cumulative and highly variable within and across populations. I propose that the psychological adaptations supporting cumulative cultural transmission are universal but are sufficiently flexible to support the acquisition of highly variable behavioral repertoires. This paper describes variation in the transmission practices (teaching) and acquisition strategies (imitation) that support cumulative cultural learning in childhood. Examining flexibility and variation in caregiver socialization and children’s learning extends our understanding of evolution in living systems by providing insight into the psychological foundations of cumulative cultural transmission—the cornerstone of human cultural diversity. PMID:28739945

Cumulative cultural learning: Development and diversity.

Science.gov (United States)

Legare, Cristine H

2017-07-24

The complexity and variability of human culture is unmatched by any other species. Humans live in culturally constructed niches filled with artifacts, skills, beliefs, and practices that have been inherited, accumulated, and modified over generations. A causal account of the complexity of human culture must explain its distinguishing characteristics: It is cumulative and highly variable within and across populations. I propose that the psychological adaptations supporting cumulative cultural transmission are universal but are sufficiently flexible to support the acquisition of highly variable behavioral repertoires. This paper describes variation in the transmission practices (teaching) and acquisition strategies (imitation) that support cumulative cultural learning in childhood. Examining flexibility and variation in caregiver socialization and children's learning extends our understanding of evolution in living systems by providing insight into the psychological foundations of cumulative cultural transmission-the cornerstone of human cultural diversity.

Integrating Culture into Language Teaching and Learning: Learner Outcomes

Science.gov (United States)

Nguyen, Trang Thi Thuy

2017-01-01

This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

The evolution of cognitive mechanisms in response to cultural innovations.

Science.gov (United States)

Lotem, Arnon; Halpern, Joseph Y; Edelman, Shimon; Kolodny, Oren

2017-07-24

When humans and other animals make cultural innovations, they also change their environment, thereby imposing new selective pressures that can modify their biological traits. For example, there is evidence that dairy farming by humans favored alleles for adult lactose tolerance. Similarly, the invention of cooking possibly affected the evolution of jaw and tooth morphology. However, when it comes to cognitive traits and learning mechanisms, it is much more difficult to determine whether and how their evolution was affected by culture or by their use in cultural transmission. Here we argue that, excluding very recent cultural innovations, the assumption that culture shaped the evolution of cognition is both more parsimonious and more productive than assuming the opposite. In considering how culture shapes cognition, we suggest that a process-level model of cognitive evolution is necessary and offer such a model. The model employs relatively simple coevolving mechanisms of learning and data acquisition that jointly construct a complex network of a type previously shown to be capable of supporting a range of cognitive abilities. The evolution of cognition, and thus the effect of culture on cognitive evolution, is captured through small modifications of these coevolving learning and data-acquisition mechanisms, whose coordinated action is critical for building an effective network. We use the model to show how these mechanisms are likely to evolve in response to cultural phenomena, such as language and tool-making, which are associated with major changes in data patterns and with new computational and statistical challenges.

Blended e-learning Design: Discussion of Cultural Issues

OpenAIRE

Ahmed A Al-Hunaiyyan; Salah AL-Sharhan; Nabeel Al-Huwail

2008-01-01

Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emph...

Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy.

Science.gov (United States)

Mustafa, Ayman G; Allouh, Mohammed Z; Mustafa, Intisar G; Hoja, Ibrahim M

2013-07-01

The study aims to investigate anatomy learning styles and strategies of Jordanian and Malaysian medical students at the Jordan University of Science and Technology. The study is a cross-sectional questionnaire-based study. Students' responses for the questionnaire were numerically coded, and the results were analyzed to reveal statistically significant differences between Jordanian and Malaysian students. The results showed that Jordanian medical students were less interested in using cadavers in learning anatomy than Malaysian medical students. However, similar to their Malaysian counterparts, they prefer to employ other tools to learn anatomy like plastinated models and Internet-based resources. In addition to the aforementioned tools, Malaysian students were more interested in using cross-sectional images and making their own revision cards. Both Jordanian and Malaysian medical students were more interested in learning anatomy through clinical cases, and by system rather than by region. Moreover, it was revealed that Jordanian medical students learn anatomy more efficiently when they formulate a general view of a particular topic. Both Jordanian and Malaysian medical students also relied on reciting definitions and memorizing facts to learn anatomy. The study also reported significant differences between Jordanian and Malaysian students' perspectives on learning anatomy. The findings of the study suggest that Jordanian and Malaysian medical students posses different cultures of learning. Jordanian anatomy instructors need to consider these different learning cultures when they prepare their instructional methods and teaching materials to fulfill the educational needs of their culturally diverse students.

Mobile Learning in the Institution of Higher Learning for Malaysia Students : Culture Perspectives

OpenAIRE

Ariffin, Shamsul Arrieya

2011-01-01

Mobile learning usage in a developing country like Malaysia can be considered new. This literature research  is a state of art overview to discuss current issues. The emerging issues come from: types of mobile learning and learning styles; implementation issues of mobile learning; culture dimensions; and user readiness to accept the mobile learning technology. Currently, there is a lack of research about culture aspects to improve mobile learning and university students’ engagement in Malaysi...

Experience and Cultural Learning in Global Business Contexts

DEFF Research Database (Denmark)

Søderberg, Anne-Marie

2017-01-01

. Learners in today’s global business (school) world are more culturally diverse, and the potential of the increasing number of bi-cultural and bi-lingual students and managers as boundary-spanners must be considered. Recent empirical studies of face-to-face and virtual global collaboration show that cross...... divides. This chapter discusses a number of issues in relation to cultural learning processes in global business contexts: various concepts of learning, different approaches to cross-cultural competence training of future global leaders, and various learning contexts in management education and training......Globalization with increased mobility of the workforce and more frequent use of information and communication technologies means still more people must develop a deeper understanding of Cultural Others, a higher degree of cultural self-awareness and an ability to bridge across multiple cultural...

Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

Science.gov (United States)

Tan, Aik-Ling

2011-01-01

In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

Learning culture and feedback: an international study of medical athletes and musicians.

Science.gov (United States)

Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Lingard, Lorelei

2014-07-01

Feedback should facilitate learning, but within medical education it often fails to deliver on its promise. To better understand why feedback is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: (i) distinguish the elements of the response to feedback that are determined by the individual learner from those determined by the learning culture, and (ii) understand how these elements interact in order to make recommendations for improving feedback in medical education. Using a constructivist grounded theory approach, we conducted semi-structured interviews with 27 doctors or medical students who had high-level training and competitive or performance experience in sport (n = 15) or music (n = 12). Data were analysed iteratively using constant comparison. Key themes were identified and their relationships critically examined to derive a conceptual understanding of feedback and its impact. We identified three essential sources of influence on the meaning that feedback assumed: the individual learner; the characteristics of the feedback, and the learning culture. Individual learner traits, such as motivation and orientation toward feedback, appeared stable across learning contexts. Similarly, certain feedback characteristics, including specificity, credibility and actionability, were valued in sport, music and medicine alike. Learning culture influenced feedback in three ways: (i) by defining expectations for teachers and teacher-learner relationships; (ii) by establishing norms for and expectations of feedback, and (iii) by directing teachers' and learners' attention toward certain dimensions of performance. Learning culture therefore neither creates motivated learners nor defines 'good feedback'; rather, it creates the conditions and opportunities that allow good feedback to occur and learners to respond. An adequate understanding of feedback requires an integrated approach incorporating both

Discerning Culture in E-Learning and in the Global Workplaces

Directory of Open Access Journals (Sweden)

Bolanle A. Olaniran

2009-09-01

Full Text Available This paper explores issues relating to e-learning in the global workplaces and educational contexts. The literature on e-learning often touts the benefits of e-learning as an equalizing or democratizing force in learning and education at the detriment of significant challenges facing its implementation and eventual outcomes for users. Central to the challenges facing e-learning systems is cultural challenges. Therefore the author argues the need to attend to cultural issues in e-learning if e-learning is to be successful. First, the paper addresses the different dimensions of education as described by the learning societies. Second, the paper incorporates the role of culture in e-learning, and finally, implications of culture in e-learning in the global workplaces are addressed.

Affordances of the Cultural Inquiry Process in Building Secondary Mathematics Teachers' Capacity for Cultural Responsiveness

Science.gov (United States)

Parker, Frieda; Bartell, Tonya; Novak, Jodie D.

2017-01-01

Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students' experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is…

An Ethnic Cultural Study on Asian Students' Learning Statuses

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Liu, Bo

2010-01-01

This paper describes the learning statuses of Asian students, and connects their individual learning status with their cultures, attitudes, histories, family relations, etc. It also focuses on a wide range of aspects as academic performances, learning attitudes, cultures, race relations, schoolings, learning strategies, obstacles, etc., thus…

Knowledge discovery based on experiential learning corporate culture management

Science.gov (United States)

Tu, Kai-Jan

2014-10-01

A good corporate culture based on humanistic theory can make the enterprise's management very effective, all enterprise's members have strong cohesion and centripetal force. With experiential learning model, the enterprise can establish an enthusiastic learning spirit corporate culture, have innovation ability to gain the positive knowledge growth effect, and to meet the fierce global marketing competition. A case study on Trend's corporate culture can offer the proof of industry knowledge growth rate equation as the contribution to experiential learning corporate culture management.

STUDENT-CENTERED LEARNING AND CROSS CULTURAL UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES

Directory of Open Access Journals (Sweden)

Siminto Siminto

2017-04-01

Full Text Available Previously the paradigm change was done from the teacher centered to the student centered in teaching learning process. It was expected to be able to encourage the students to be involved in building their knowledge, attitude, and character. Besides that, English learners did not understand about the native culture and morality values to the language that they are learning. Cross cultural understanding knowledge is very useful to improve the students‘ ability in recognizing the dissimilarity culture and live together in the middle of the dissimilarity culture. This research was based on the qualitative research principle. The research type used was qualitative study by using action research design. Subject of this research was the fourth semester students who have programmed Introduction to Literature in English Study Program at Palangkaraya State Islamic Institute in academic year 2014/2015, consisted of two learning group. Based on the research findings, by implementing of student-centered learning and cross cultural understanding, it showed that they can increase: (1 the students‘ readiness, being active, seriousness in analyzing English literature text; (2 the students‘ performance in doing of tasks given to each students to be able to share their understanding about English literature text to the other students; (3 the students‘ learning quality, academic achievement, interest, response in learning of Introduction to Literature related to literature text analysis concept mastering; (4 the students‘ morality and multicultural values. It could be seen from the students‘ study result, literature text analysis result, and the students‘ character.

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity.

Science.gov (United States)

Maseleno, Andino; Hardaker, Glenn; Sabani, Noraisikin; Suhaili, Nabilah

2016-12-01

This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i) culture: race, ethnicity, language and identity; ii) learning preferences: physiological and perceptual; iii) cognitive learning styles: physical, emotional and mental; iv) creativity skills and problem solving skills; v) motivation; and vi) students' background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

Culture in Transition: A learning model

DEFF Research Database (Denmark)

Baca, Susan

2010-01-01

of organizational transition, and 3) demonstrating the efficacy of the model by using it to explain empirical research findings. It is argued that learning new cultural currency involves the use of active intelligence to locate and answer relevant questions, and further that this process requires the interplay......This paper addresses the problem of resistance to attempted changes in organizational culture, particularly those involving diversity, by 1) identifying precisely what is meant by organizational as opposed to societal culture, 2) developing a theoretical model of learning useful in contexts...... is useful for both management and labor in regulating transition processes, thus making a contribution to industrial relations....

Engaging Karen refugee students in science learning through a cross-cultural learning community

Science.gov (United States)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

[Anaesthetists learn--do institutions also learn? Importance of institutional learning and corporate culture in clinics].

Science.gov (United States)

Schüpfer, G; Gfrörer, R; Schleppers, A

2007-10-01

In only a few contexts is the need for substantial learning more pronounced than in health care. For a health care provider, the ability to learn is essential in a changing environment. Although individual humans are programmed to learn naturally, organisations are not. Learning that is limited to individual professions and traditional approaches to continuing medical education is not sufficient to bring about substantial changes in the learning capacity of an institution. Also, organisational learning is an important issue for anaesthesia departments. Future success of an organisation often depends on new capabilities and competencies. Organisational learning is the capacity or processes within an organisation to maintain or improve performance based on experience. Learning is seen as a system-level phenomenon as it stays in the organisation regardless of the players involved. Experience from other industries shows that learning strategies tend to focus on single loop learning, with relatively little double loop learning and virtually no meta-learning or non-learning. The emphasis on team delivery of health care reinforces the need for team learning. Learning organisations make learning an intrinsic part of their organisations and are a place where people continually learn how to learn together. Organisational learning practice can help to improve existing skills and competencies and to change outdated assumptions, procedures and structures. So far, learning theory has been ignored in medicine, due to a wide variety of complex political, economic, social, organisational culture and medical factors that prevent innovation and resist change. The organisational culture is central to every stage of the learning process. Learning organisations move beyond simple employee training into organisational problem solving, innovation and learning. Therefore, teamwork and leadership are necessary. Successful organisations change the competencies of individuals, the systems

Measurable improvement in patient safety culture: A departmental experience with incident learning.

Science.gov (United States)

Kusano, Aaron S; Nyflot, Matthew J; Zeng, Jing; Sponseller, Patricia A; Ermoian, Ralph; Jordan, Loucille; Carlson, Joshua; Novak, Avrey; Kane, Gabrielle; Ford, Eric C

2015-01-01

Rigorous use of departmental incident learning is integral to improving patient safety and quality of care. The goal of this study was to quantify the impact of a high-volume, departmental incident learning system on patient safety culture. A prospective, voluntary, electronic incident learning system was implemented in February 2012 with the intent of tracking near-miss/no-harm incidents. All incident reports were reviewed weekly by a multiprofessional team with regular department-wide feedback. Patient safety culture was measured at baseline with validated patient safety culture survey questions. A repeat survey was conducted after 1 and 2 years of departmental incident learning. Proportional changes were compared by χ(2) or Fisher exact test, where appropriate. Between 2012 and 2014, a total of 1897 error/near-miss incidents were reported, representing an average of 1 near-miss report per patient treated. Reports were filed by a cross section of staff, with the majority of incidents reported by therapists, dosimetrists, and physicists. Survey response rates at baseline and 1 and 2 years were 78%, 80%, and 80%, respectively. Statistically significant and sustained improvements were noted in several safety metrics, including belief that the department was openly discussing ways to improve safety, the sense that reports were being used for safety improvement, and the sense that changes were being evaluated for effectiveness. None of the surveyed dimensions of patient safety culture worsened. Fewer punitive concerns were noted, with statistically significant decreases in the worry of embarrassment in front of colleagues and fear of getting colleagues in trouble. A comprehensive incident learning system can identify many areas for improvement and is associated with significant and sustained improvements in patient safety culture. These data provide valuable guidance as incident learning systems become more widely used in radiation oncology. Copyright © 2015

The Role of Employee Whistleblowing and Raising Concerns in an Organizational Learning Culture - Elusive and Laudable?: Comment on "Cultures of Silence and Cultures of Voice: The Role of Whistleblowing in Healthcare Organisations".

Science.gov (United States)

Jones, Aled

2015-10-05

It is inevitable that healthcare workers throughout their careers will witness actual or potential threats to patient safety in the course of their work. Some of these threats will result in serious harm occurring to others, whilst at other times such threats will result in minimal harm, or a 'near miss' where harm is avoided at the last minute. Despite organizations encouraging employees to 'speak up' about such threats, healthcare systems globally struggle to engage their staff to do so. Even when staff do raise concerns they are often ignored by those with a responsibility to listen and act. Learning how to create the conditions where employees continuously raise and respond to concerns is essential in creating a continuous and responsive learning culture that cherishes keeping patients and employees safe. Workplace culture is a real barrier to the creation of such a learning system but examples in healthcare exist from which we can learn. © 2016 by Kerman University of Medical Sciences.

Organizational Learning Culture, Transfer Climate and Perceived Innovation in Jordan

Science.gov (United States)

Bates, Reid; Khasawneh, Samer

2004-01-01

This paper examined the relationship between organizational learning culture, learning transfer climate, and organizational innovation. The objective was to test the ability of learning organization culture to account for variance in learning transfer climate and subsequent organizational innovation, and to examine the role of learning transfer…

How does organizational culture influence organizational learning in a shipping company?

OpenAIRE

Jimenez, Jorge Mario Garzon

2016-01-01

This project targets on organizational culture and organizational learning, aiming to reveal how organizational culture influences on organizational learning within the shipping industry. The main research question is: How does organizational culture influence organizational learning within a shipping company? The two research sub-questions are: 1) Which components of organizational culture are especially important for organizational learning? 2) How is organizational structure...

The Impact of an In-Service Workshop on Cooperating Teachers' Perceptions of Culturally Responsive Teaching

Science.gov (United States)

McKoy, Constance L.; MacLeod, Rebecca B.; Walter, Jennifer S.; Nolker, D. Brett

2017-01-01

Culturally responsive teaching values students' identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally…

Culture in the mind's mirror: how anthropology and neuroscience can inform a model of the neural substrate for cultural imitative learning.

Science.gov (United States)

Losin, Elizabeth A Reynolds; Dapretto, Mirella; Iacoboni, Marco

2009-01-01

Cultural neuroscience, the study of how cultural experience shapes the brain, is an emerging subdiscipline in the neurosciences. Yet, a foundational question to the study of culture and the brain remains neglected by neuroscientific inquiry: "How does cultural information get into the brain in the first place?" Fortunately, the tools needed to explore the neural architecture of cultural learning - anthropological theories and cognitive neuroscience methodologies - already exist; they are merely separated by disciplinary boundaries. Here we review anthropological theories of cultural learning derived from fieldwork and modeling; since cultural learning theory suggests that sophisticated imitation abilities are at the core of human cultural learning, we focus our review on cultural imitative learning. Accordingly we proceed to discuss the neural underpinnings of imitation and other mechanisms important for cultural learning: learning biases, mental state attribution, and reinforcement learning. Using cultural neuroscience theory and cognitive neuroscience research as our guides, we then propose a preliminary model of the neural architecture of cultural learning. Finally, we discuss future studies needed to test this model and fully explore and explain the neural underpinnings of cultural imitative learning.

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

Science.gov (United States)

Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke

2017-04-05

Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity

Directory of Open Access Journals (Sweden)

Andino Maseleno

2016-12-01

Full Text Available This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i culture: race, ethnicity, language and identity; ii learning preferences: physiological and perceptual; iii cognitive learning styles: physical, emotional and mental; iv creativity skills and problem solving skills; v motivation; and vi students’ background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

An anthropology of learning on nested frictions in cultural ecologies

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Hasse, Cathrine

2015-01-01

This book has one explicit purpose: to present a new theory of cultural learning in organisations which combines practice-based learning with cultural models - a cognitive anthropological schema theory of taken-for-granted connections - tied to the everyday meaningful use of artefacts. The understanding of culture as emerging in a process of learning open up for new understandings, which is useful for researchers, practitioners and students interested in dynamic studies of culture and cultural studies of organisations. The new approach goes beyond culture as a static, essentialist entity and open for our possibility to learn in organisations across national cultures, across ethnicity and across the apparently insurmountable local educational differences which makes it difficult for people to communicate working together in an increasingly globalized world. The empirical examples are mainly drawn from organisations of education and science which are melting-pots of cultural encounters.

Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

Science.gov (United States)

Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

2017-01-01

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

Exploring Culture-Specific Learning Styles in Accounting Education

Science.gov (United States)

Sikkema, Seth E.; Sauerwein, Joshua A.

2015-01-01

Purpose: The purpose of this paper is to review whether culture affects accounting students' learning processes to identify practical guidance for accounting educators facing a culturally diverse classroom. In spite of a significant literature thread in accounting education on student learning, relatively, little emphasis has been placed on…

Action Research as a Space for Transforming Learning Cultures

Directory of Open Access Journals (Sweden)

Elżbieta Wołodźko

2015-12-01

Full Text Available The article presents a three-year educational action research project on autonomous and reflective learning. Students and teachers, being actively engaged in many learning practices, were both participating in process(es of developing educational and research community. These interrelated processes framed a dynamic space for constructing and reconstructing the participants’ learning cultures. Thanks to linking educational and research aspects of students’ activity and to interpenetration of practice and reflection, action research generates particular conditions for learning cultures’ transformation, from “traditional” toward “new” ones, based on reflectivity, authenticity and empowerment. The dynamism of learning cultures was connected to various and conscious and reflective types of educational participation, which affected autonomy of studying (in its numerous dimensions and types, being in turn a constitutive element of participants’ learning cultures.

Fostering Autonomy in EFL Cross-Cultural Distance Learning

Science.gov (United States)

Lee, Hikyoung

2008-01-01

The Korea Waseda Cross Cultural Distance Learning Project (KWCCDLP) is an endeavor to promote awareness of linguistic and cultural differences of speakers from different backgrounds through the medium of English. The project fully utilizes a student centered approach to learning where learners are the agents. This project aimed at university level…

The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

Science.gov (United States)

Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

2015-09-01

An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (plearning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (plearning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Role of Employee Whistleblowing and Raising Concerns in an Organizational Learning Culture – Elusive and Laudable?; Comment on “Cultures of Silence and Cultures of Voice: The Role of Whistleblowing in Healthcare Organisations”

Directory of Open Access Journals (Sweden)

Aled Jones

2016-01-01

Full Text Available It is inevitable that healthcare workers throughout their careers will witness actual or potential threats to patient safety in the course of their work. Some of these threats will result in serious harm occurring to others, whilst at other times such threats will result in minimal harm, or a ‘near miss’ where harm is avoided at the last minute. Despite organizations encouraging employees to ‘speak up’ about such threats, healthcare systems globally struggle to engage their staff to do so. Even when staff do raise concerns they are often ignored by those with a responsibility to listen and act. Learning how to create the conditions where employees continuously raise and respond to concerns is essential in creating a continuous and responsive learning culture that cherishes keeping patients and employees safe. Workplace culture is a real barrier to the creation of such a learning system but examples in healthcare exist from which we can learn.

The evolution of social learning mechanisms and cultural phenomena in group foragers.

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van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

2017-02-10

Advanced cognitive abilities are widely thought to underpin cultural traditions and cumulative cultural change. In contrast, recent simulation models have found that basic social influences on learning suffice to support both cultural phenomena. In the present study we test the predictions of these models in the context of skill learning, in a model with stochastic demographics, variable group sizes, and evolved parameter values, exploring the cultural ramifications of three different social learning mechanisms. Our results show that that simple forms of social learning such as local enhancement, can generate traditional differences in the context of skill learning. In contrast, we find cumulative cultural change is supported by observational learning, but not local or stimulus enhancement, which supports the idea that advanced cognitive abilities are important for generating this cultural phenomenon in the context of skill learning. Our results help to explain the observation that animal cultures are widespread, but cumulative cultural change might be rare.

Cultural Communication Learning Environment in Science Classes

Science.gov (United States)

Dhindsa, Harkirat S.; Abdul-Latif, Salwana

2012-01-01

Classroom communication often involves interactions between students and teachers from dissimilar cultures, which influence classroom learning because of their dissimilar communication styles influenced by their cultures. It is therefore important to study the influence of culture on classroom communication that influences the classroom verbal and…

Designing An Effective Mobile-learning Model By Integrating Student Culture

OpenAIRE

Ibrahim Mohamad; Abdalla AlAmeen

2014-01-01

Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learni...

Educational innovation, learning technologies and Virtual culture potential'

Directory of Open Access Journals (Sweden)

David Riley

2002-12-01

Full Text Available Learning technologies are regularly associated with innovative teaching but will they contribute to profound innovations in education itself? This paper addresses the question by building upon Merlin.Donald's co-evolutionary theory of mind, cognition and culture. He claimed that the invention of technologies for storing and sharing external symbol systems, such as writing, gave rise to a 'theoretic culture' with rich symbolic representations and a resultant need for formal education. More recently, Shaffer and Kaput have claimed that the development of external and shared symbol-processing technologies is giving rise to an emerging 'virtual culture'. They argue that mathematics curricula are grounded in theoretic culture and should change to meet the novel demands of 'virtual culture' for symbol-processing and representational fluency. The generic character of their cultural claim is noted in this paper and it is suggested that equivalent pedagogic arguments are applicable across the educational spectrum. Hence, four general characteristics of virtual culture are proposed, against which applications of learning technologies can be evaluated for their innovative potential. Two illustrative uses of learning technologies are evaluated in terms of their 'virtual culture potential' and some anticipated questions about this approach are discussed towards the end of the paper.

Cultural dimensions of learning: Addressing the challenges of multicultural instruction

OpenAIRE

Patrick Parrish; Jennifer A. Linder-VanBerschot

2010-01-01

The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framewor...

Culturally Responsive Leadership for Community Empowerment

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Johnson, Lauri

2014-01-01

Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive…

Imitation and Innovation: The Dual Engines of Cultural Learning.

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Legare, Cristine H; Nielsen, Mark

2015-11-01

Imitation and innovation work in tandem to support cultural learning in children and facilitate our capacity for cumulative culture. Here we propose an integrated theoretical account of how the unique demands of acquiring instrumental skills and cultural conventions provide insight into when children imitate, when they innovate, and to what degree. For instrumental learning, with an increase in experience, high fidelity imitation decreases and innovation increases. By contrast, for conventional learning, imitative fidelity stays high, regardless of experience, and innovation stays low. We synthesize cutting edge research on the development of imitative flexibility and innovation to provide insight into the social learning mechanisms underpinning the uniquely human mind. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learning what to eat : Emerging cultural phenomena in group foragers

NARCIS (Netherlands)

van der Post, D.J.

2008-01-01

Understanding the evolution and role of cultural inheritance in animal biology is a challenge. Central questions are: How does cultural inheritance arise? How does it depend on learning mechanisms? How do cultures evolve and diversify? We address these issues by considering diet learning in

Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

Science.gov (United States)

Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

2016-01-01

In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

The Role of Employee Whistleblowing and Raising Concerns in an Organizational Learning Culture – Elusive and Laudable?

Science.gov (United States)

Jones, Aled

2016-01-01

It is inevitable that healthcare workers throughout their careers will witness actual or potential threats to patient safety in the course of their work. Some of these threats will result in serious harm occurring to others, whilst at other times such threats will result in minimal harm, or a ‘near miss’ where harm is avoided at the last minute. Despite organizations encouraging employees to ‘speak up’ about such threats, healthcare systems globally struggle to engage their staff to do so. Even when staff do raise concerns they are often ignored by those with a responsibility to listen and act. Learning how to create the conditions where employees continuously raise and respond to concerns is essential in creating a continuous and responsive learning culture that cherishes keeping patients and employees safe. Workplace culture is a real barrier to the creation of such a learning system but examples in healthcare exist from which we can learn. PMID:26673654

Discerning Culture in E-Learning and in the Global Workplaces

OpenAIRE

Bolanle A. Olaniran

2009-01-01

This paper explores issues relating to e-learning in the global workplaces and educational contexts. The literature on e-learning often touts the benefits of e-learning as an equalizing or democratizing force in learning and education at the detriment of significant challenges facing its implementation and eventual outcomes for users. Central to the challenges facing e-learning systems is cultural challenges. Therefore the author argues the need to attend to cultural issues in e-learning if e...

Social learning, culture and the 'socio-cultural brain' of human and non-human primates.

Science.gov (United States)

Whiten, Andrew; van de Waal, Erica

2017-11-01

Noting important recent discoveries, we review primate social learning, traditions and culture, together with associated findings about primate brains. We survey our current knowledge of primate cultures in the wild, and complementary experimental diffusion studies testing species' capacity to sustain traditions. We relate this work to theories that seek to explain the enlarged brain size of primates as specializations for social intelligence, that have most recently extended to learning from others and the cultural transmission this permits. We discuss alternative theories and review a variety of recent findings that support cultural intelligence hypotheses for primate encephalization. At a more fine-grained neuroscientific level we focus on the underlying processes of social learning, especially emulation and imitation. Here, our own and others' recent research has established capacities for bodily imitation in both monkeys and apes, results that are consistent with a role for the mirror neuron system in social learning. We review important convergences between behavioural findings and recent non-invasive neuroscientific studies. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Management Dimension of FDIs in a Culture and Learning Perspective

DEFF Research Database (Denmark)

Sørensen, Olav Jull

in spite of large differences in the macro cultures of their home countries. The culture in action perspective give rise to adopting a learning perspective as managers learn from the interaction and often the interaction gives rise to the developing a new culture. The working paper outlines the conceptual......The paper aims at integrating the theory of management with the theory of culture and learning. The concept of culture is discussed at three levels, macro, organisation and individual and it is advocated that culture in action at the individual level is useful in understanding how companies succeed...

Trade-off between learning and exploitation: the Pareto-optimal versus evolutionarily stable learning schedule in cumulative cultural evolution.

Science.gov (United States)

Wakano, Joe Yuichiro; Miura, Chiaki

2014-02-01

Inheritance of culture is achieved by social learning and improvement is achieved by individual learning. To realize cumulative cultural evolution, social and individual learning should be performed in this order in one's life. However, it is not clear whether such a learning schedule can evolve by the maximization of individual fitness. Here we study optimal allocation of lifetime to learning and exploitation in a two-stage life history model under a constant environment. We show that the learning schedule by which high cultural level is achieved through cumulative cultural evolution is unlikely to evolve as a result of the maximization of individual fitness, if there exists a trade-off between the time spent in learning and the time spent in exploiting the knowledge that has been learned in earlier stages of one's life. Collapse of a fully developed culture is predicted by a game-theoretical analysis where individuals behave selfishly, e.g., less learning and more exploiting. The present study suggests that such factors as group selection, the ability of learning-while-working ("on the job training"), or environmental fluctuation might be important in the realization of rapid and cumulative cultural evolution that is observed in humans. Copyright © 2013 Elsevier Inc. All rights reserved.

A cross-cultural study on emotion expression and the learning of social norms

Science.gov (United States)

Hareli, Shlomo; Kafetsios, Konstantinos; Hess, Ursula

2015-01-01

When we do not know how to correctly behave in a new context, the emotions that people familiar with the context show in response to the behaviors of others, can help us understand what to do or not to do. The present study examined cross-cultural differences in how group emotional expressions (anger, sadness, neutral) can be used to deduce a norm violation in four cultures (Germany, Israel, Greece, and the US), which differ in terms of decoding rules for negative emotions. As expected, in all four countries, anger was a stronger norm violation signal than sadness or neutral expressions. However, angry and sad expressions were perceived as more intense and the relevant norm was learned better in Germany and Israel than in Greece and the US. Participants in Greece were relatively better at using sadness as a sign of a likely norm violation. The results demonstrate both cultural universality and cultural differences in the use of group emotion expressions in norm learning. In terms of cultural differences they underscore that the social signal value of emotional expressions may vary with culture as a function of cultural differences, both in emotion perception, and as a function of a differential use of emotions. PMID:26483744

A cross-cultural study on emotion expression and the learning of social norms.

Science.gov (United States)

Hareli, Shlomo; Kafetsios, Konstantinos; Hess, Ursula

2015-01-01

When we do not know how to correctly behave in a new context, the emotions that people familiar with the context show in response to the behaviors of others, can help us understand what to do or not to do. The present study examined cross-cultural differences in how group emotional expressions (anger, sadness, neutral) can be used to deduce a norm violation in four cultures (Germany, Israel, Greece, and the US), which differ in terms of decoding rules for negative emotions. As expected, in all four countries, anger was a stronger norm violation signal than sadness or neutral expressions. However, angry and sad expressions were perceived as more intense and the relevant norm was learned better in Germany and Israel than in Greece and the US. Participants in Greece were relatively better at using sadness as a sign of a likely norm violation. The results demonstrate both cultural universality and cultural differences in the use of group emotion expressions in norm learning. In terms of cultural differences they underscore that the social signal value of emotional expressions may vary with culture as a function of cultural differences, both in emotion perception, and as a function of a differential use of emotions.

A cross-cultural study on emotion expression and the learning of social norms

Directory of Open Access Journals (Sweden)

Shlomo eHareli

2015-10-01

Full Text Available When we do not know how to correctly behave in a new context, the emotions that people familiar with the context show in response to the behaviors of others, can help us understand what to do or not to do. The present study examined cross-cultural differences in how group emotional expressions (anger, sadness, neutral can be used to deduce a norm violation in four cultures (Germany, Israel, Greece and the US, which differ in terms of decoding rules for negative emotions. As expected, in all four countries, anger was a stronger norm violation signal than sadness or neutral expressions. However, angry and sad expressions were perceived as more intense and the relevant norm was learned better in Germany and Israel than in Greece and the US. Participants in Greece were relatively better at using sadness as a sign of a likely norm violation. The results demonstrate both cultural universality and cultural differences in the use of group emotion expressions in norm learning. In terms of cultural differences they underscore that the social signal value of emotional expressions may vary with culture as a function of cultural differences, both in emotion perception, and as a function of a differential use of emotions.

Developing cultural competence and social responsibility in preclinical dental students.

Science.gov (United States)

Rubin, Richard W

2004-04-01

Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

The Cultural Dimensions of Language Teaching and Learning

DEFF Research Database (Denmark)

Risager, Karen

2011-01-01

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....

A comparative study about learning styles preferences of two cultures

Science.gov (United States)

Kutay, Huban

From an anthropologist's (Maddock, 1981) point of view, "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and educational considerations concerning science must be made in the light of this wider perspective" (p.10). In addition, Spindler (1987) states that teaching science is considered cultural transmission while, Wolcott (1991) focuses on learning science as culture acquisition. In these statements, culture is defined as "an ordered system of meaning and symbols, in terms of which social interaction takes place" (Geertz, 1973). Thus, learning and culture are a partnership. Jones and Fennimore (1990) state: "Every culture brings habits of thought, resources, and context, which have built into them vehicles that promote learning and inquiry. Accordingly, children of any culture can and should have curriculum and instructional practices that draw from that culture." (p.16). Unfortunately, even though this statement is probably accurate, most schools still use the same curriculum, instructional methods, and assessment strategies for all students regardless of their differences in learning styles. The purpose of this study is to identify the relationship between students' learning styles and their culture. This is a correlational study. Does culture limit or expand the learning of individuals? For this study Turkish students who graduated from a Turkish high school and undertook undergraduate education in the United States or finished their undergraduate education in Turkey and pursued graduate education in the United States were identified. These Turkish subjects were compared to American college students through learning styles data and anxiety levels as cultural markers. To identify individuals' learning styles we used the Building Excellence (BE) instrument, which is an adult version of The Learning Style Inventory by Dunn, and Rundle (1996.1997, 1998, 1999, and 2000). BE assesses twenty four

Effect of school learning culture on achievement in physics ...

African Journals Online (AJOL)

Findings revealed that there is a significant relationship between school learning culture and achievement in student in Physics. The paper therefore recommended that stake holders in the education sector should encourage a congenial school learning culture capable of raising a high level achievement in the senior ...

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

Science.gov (United States)

Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

Culture and Tourism in the Learning Age: A Discussion Paper.

Science.gov (United States)

2000

Cultural services and tourism are among the United Kingdom's fastest growing sectors in terms of employment and consumer demand. Cultural services and tourism bring the following elements to lifelong learning: active rather than passive learning; a means of interpreting the world around us; exposure to cultures other than one's own; confidence and…

Problem Based Learning as a Cultural Tool for Health and Safety Learning in a Multi-national Company

DEFF Research Database (Denmark)

Adam, Henrik; Petersson, Eva

2013-01-01

The general background of this study is an interest in how cultural tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine employees’ problem solving actions in health, safety and environment (HSE) training activities in a multi...... learn to organise HSE actions in the context of using Problem Based Learning (PBL) applied as a cultural tool. More specifically, our interest is in how PBL promotes adult learning by drawing on learners’ experience and involving them in reflective and social processes in the given context......-national company context. Theoretically, the research takes its point of departure in a socio-cultural perspective on the role of cultural tools in learning, and in a complementary interest in the role of communicative framing of learning activities. In the research reported here, the focus is on how employees...

LITERATURE AS A FACILITATOR OF TARGET CULTURE LEARNING

Directory of Open Access Journals (Sweden)

Onur TOPALOĞLU

2016-04-01

Full Text Available The purpose of this study is to investigate how literature courses, involved in the curriculum of the department of English Language Teaching from the second year to the fourth year, help students to acquire the target culture in EFL classes. Since learning a language does not mean only learning the lexical structures of any language, culture holds an important place in internalizing the way of thinking and appropriate use of target language. This study has been designed in a naturalistic environment, thus interview and observation were used as the main data collection techniques. The study was designed as a descriptive qualitative research. Participants were chosen by the help of an experienced colleague working in the above mentioned department for three years, and most of the participants were under her supervision, thus this case facilitated the process of interviewing participants. The findings showed that the literature courses contribute much to gain the target culture due the very nature of literature reflecting the society and traditions of society in which it was written. In addition, leaarners may have the chance of comparing thier own culture with target culture and this facilitates their learning. However, some missing points and misapplications were reported by students in providing a more appropriate environment for reflecting the target culture.

Learning by Leading: Dynamic Mentoring to Support Culturally Responsive Mathematical Inquiry Communities

Science.gov (United States)

Hunter, Roberta; Hunter, Jodie; Bills, Trevor; Thompson, Zain

2016-01-01

While there is widespread agreement that "all" learners of the 21st century need to be numerate and literate, reforming pedagogical practices to achieve such an outcome is challenging for many teachers. This is a report of one aspect of a project which aims to integrate a culturally responsive pedagogical mathematics practice within…

Bridging the Learning Gap: Cross-Cultural Learning and Teaching through Distance

Science.gov (United States)

Mullings, Delores V.

2015-01-01

This project engaged students, practitioners, and educators from University of Labor and Social Affairs, Cau Giay District, Hanoi and Newfoundland and Labrador, Canada, in a cross-cultural distance learning and teaching collaboration. Two groups met simultaneously through Skype videoconferencing to discuss and learn about field supervision and…

The Impact of International Service-Learning on Nursing Students' Cultural Competency.

Science.gov (United States)

Kohlbry, Pamela Wolfe

2016-05-01

This article reports research findings on the effect of an international immersion service-learning project on the level and components of cultural competence of baccalaureate (BSN) nursing students. A triangulated methodology was used to determine changes in components and level of cultural competence pre- and postexperience. The theoretical model The Process of Cultural Competence in the Delivery of Healthcare Services was used. It identifies five central constructs in the process of becoming culturally competent: cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire. The sample of 121 BSN nursing students was gathered from three southern California universities. Data were collected from 2009 to 2013. Using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© and Cultural Self-Efficacy Scale, constructs of cultural competency were measured in pre- and posttest participants who participated in international service-learning immersion experiences. A demographic survey and open-ended qualitative questions were completed at the posttrip meeting. Mean, frequencies, and correlations with demographic data and survey data were calculated. Pre- and posttrip means were analyzed. Qualitative analysis from six open-ended questions completed at the posttest were coded and themes emerged. The research findings demonstrated the impact of the international service-learning project on building cultural competency in nursing students. Quantitative findings revealed statistically significant differences between pre- and posttest surveys for two of the five constructs of cultural competence. Qualitative analysis supported the quantitative findings in cultural competency constructs found in the model. The research findings support nursing education program use of international service-learning immersion experiences to foster cultural competence in nursing students. Findings from

Conditioning Factors of an Organizational Learning Culture

Science.gov (United States)

Rebelo, Teresa Manuela; Gomes, Adelino Duarte

2011-01-01

Purpose: The aim of this study is to assess the relationship between some variables (organizational structure, organizational dimension and age, human resource characteristics, the external environment, strategy and quality) and organizational learning culture and evaluate the way they interact with this kind of culture.…

Preparing teachers for ambitious and culturally responsive science teaching

Science.gov (United States)

Seiler, Gale

2013-03-01

Communities, schools and classrooms across North America are becoming more ethnically, racially, and linguistically diverse, particularly in urban areas. Against this backdrop, underrepresentation of certain groups in science continues. Much attention has been devoted to multicultural education and the preparation of teachers for student diversity. In science education, much research has focused on classrooms as cultural spaces and the need for teachers to value and build upon students' everyday science knowledge and ways of sense-making. However it remains unclear how best to prepare science teachers for this kind of culturally responsive teaching. In attempting to envision how to prepare science teachers with cross-cultural competency, we can draw from a parallel line of research on preparing teachers for ambitious science instruction. In ambitious science instruction, students solve authentic problems and generate evidence and models to develop explanations of scientific phenomenon, an approach that necessitates great attention to students' thinking and sense-making, thus making it applicable to cultural relevance aims. In addition, this line of research on teacher preparation has developed specific tools and engages teachers in cycles of reflection and rehearsal as they develop instructional skills. While not addressing cross-cultural teaching specifically, this research provides insights into specific ways through which to prepare teachers for culturally responsive practices. In my presentation, I will report on efforts to join these two areas of research, that is, to combine ideas about multicultural science teacher preparation with what has been learned about how to develop ambitious science instruction. This research suggests a new model for urban science teacher preparation--one that focuses on developing specific teaching practices that elicit and build on student thinking, and doing so through cycles of individual and collective planning, rehearsal

Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture.

Science.gov (United States)

Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

2018-04-19

Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture. During two weeks, on a daily basis, clerkship students (n = 215) from 12 clinical departments at Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia, recorded individual and group feedback moments by using a structured form: the providers, focus and perceived learning value of feedback. Data were analysed with logistic regression and multilevel techniques. Students reported 2687 group and 1535 individual feedback moments. Group feedback more often focused on history taking, clinical judgment, patient management, patient counselling, and professional behaviour (OR ranging from 1.232, p cultures, group feedback may add to the array of educational measures that optimize student learning. Congruence between culture and type of feedback may be important for the effectiveness of feedback.

An Anthropology of Learning in Epistemic Cultures

DEFF Research Database (Denmark)

Hasse, Cathrine

2015-01-01

I connect Karin Knorr-Cetina's concept of ‘epistemic cultures’ with an anthropological conceptualization of practice-based learning. The theory of practice-based learning I explore departs from the cultural psychologist Lev Vygotsky’s notion of word-meaning which can be seen as a basic unit...

The development of socially responsible life-sciences teachers through community service learning.

Directory of Open Access Journals (Sweden)

J.J. Rian de Villiers

2012-03-01

Full Text Available In South Africa, polices in higher education are urging tertiary institutions to produce graduates who are socially responsible citizens. One method of achieving this is through service-learning initiatives. Zoos as community partners can provide exciting educational opportunities for students to do animal behaviour studies and to develop their social responsibility. A sample of 58 preservice life-sciences teachers from a South African university completed a questionnaire on their animal behaviour studies. This study sought to determine how animal behaviour studies could successfully be incorporated as a community service-learning project in a zoo setting, what the educational value of these studies was and what the benefits were of incorporating this community service-learning component in the life-sciences course. The incorporation of the service-learning component into the zoology course led to the students’ personal and professional development, knowledge about themselves, sensitivity to cultural diversity, civic responsibility and insights into the ways in which communities operate. For a successful service-learning project, lectures, students and community partners should all have a sense of engagement. A number of suggestions are made to improve the incorporation of this service-learning component into the existing zoology course.

Evolution of social learning does not explain the origin of human cumulative culture.

Science.gov (United States)

Enquist, Magnus; Ghirlanda, Stefano

2007-05-07

Because culture requires transmission of information between individuals, thinking about the origin of culture has mainly focused on the genetic evolution of abilities for social learning. Current theory considers how social learning affects the adaptiveness of a single cultural trait, yet human culture consists of the accumulation of very many traits. Here we introduce a new modeling strategy that tracks the adaptive value of many cultural traits, showing that genetic evolution favors only limited social learning owing to the accumulation of maladaptive as well as adaptive culture. We further show that culture can be adaptive, and refined social learning can evolve, if individuals can identify and discard maladaptive culture. This suggests that the evolution of such "adaptive filtering" mechanisms may have been crucial for the birth of human culture.

Globalization of Problem-based Learning (PBL: Cross-cultural Implications

Directory of Open Access Journals (Sweden)

Matthew Choon-Eng Gwee

2008-03-01

Full Text Available Problem-based learning (PBL is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected

Globalization of problem-based learning (PBL): cross-cultural implications.

Science.gov (United States)

Gwee, Matthew Choon-Eng

2008-03-01

Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected educational outcomes commonly

Learning to Overcome Cultural Conflict through Engaging with Intelligent Agents in Synthetic Culture

NARCIS (Netherlands)

Hall, L.; Tazzyman, S.; Hume, C.; Endrass, B.; Lim, M.Y.; Hofstede, G.J.; Paiva, A.; Andre, E.; Kappas, A.; Aylett, R.

2015-01-01

Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided,

Cultural Challenges in Developing E-Learning Content

OpenAIRE

Marianne Amir Azer; Ahmed Mostafa El-Sherbini

2011-01-01

Education is an important component of any nation’s development process. Society has been credited with creating technology, but technology is simultaneously creating society. One of the key benefits of such technology creation includes learning and curriculum development, which is otherwise referred to as e-leaning, and more appropriately referred to as global e-learning. Global e-learning raises some implications, which include communication, culture, and technology, that must be addressed ...

The Impact of National Culture on Informal Learning in the Workplace

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Kim, Sehoon; McLean, Gary N.

2014-01-01

The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede's dimensions of…

Cultural Differences in E-Learning: Exploring New Dimensions

OpenAIRE

Hameed, Nazia; Shaikh, Maqbool Uddin; Hameed, Fozia; Shamim, Azra

2016-01-01

Rapid development of Internet and information technologies has gifted us with a new and diverse mode of learning known as e-learning. In the current era, e-learning has made rapid, influential, universal, interactive, vibrant, and economic development. Now e-learning has become a global mode of education. E-learning means the use of internet, computer and communications technologies to acquire education. Learners with diverse social, cultural, economic, linguistic, and religious backgrounds f...

On the Effects of Organizational Culture on E-Learning Readiness: An Iranian Experience

OpenAIRE

Seyed Yaghoub Hosseini; Khodakaram Salimifard; Shahrbanoo Yadollahi

2012-01-01

An organization’s success in implementing e-learning depends on the supports provided by the organizational culture. This paper is aimed to evaluate the impacts of organizational culture on e-learning readiness. To test the research hypothesis, Beta coefficient test was used. Research results indicated a significant positive impact of Clan and Adhocracy cultures on e-learning readiness. It was found that Market culture has a negative impact on e-learning readiness. Research findings cannot ...

The Coconut Wireless Project: Sharing Culturally Responsive Pedagogy through the World Wide Web.

Science.gov (United States)

Nelson-Barber, Sharon; Trumbull, Elise; Wenn, Richard

Beginning in the 1997-98 school year, WestEd staff, with the support of the Pacific Resources for Education and Learning (PREL), worked intensively with a group of five Chamorro teachers from Rota Elementary School (Hawaii) to develop culturally responsive, standards-based science units. The larger goal was to develop Web-based case examples of…

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

Science.gov (United States)

Frambach, Janneke M; Driessen, Erik W; Chan, Li-Chong; van der Vleuten, Cees P M

2012-08-01

Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their Western origins and because education contexts and learning approaches differ across cultures. This study evaluated PBL's cross-cultural applicability by investigating how it is applied in three medical schools in regions with different cultures in, respectively, East Asia, the Middle East and Western Europe. Specifically, it investigated how students' cultural backgrounds impact on SDL in PBL and how this impact affects students. A qualitative, cross-cultural, comparative case study was conducted in three medical schools. Data were collected through 88 semi-structured, in-depth interviews with Year 1 and 3 students, tutors and key persons involved in PBL, 32 observations of Year 1 and 3 PBL tutorials, document analysis, and contextual information. The data were thematically analysed using the template analysis method. Comparisons were made among the three medical schools and between Year 1 and 3 students across and within the schools. The cultural factors of uncertainty and tradition posed a challenge to Middle Eastern students' SDL. Hierarchy posed a challenge to Asian students and achievement impacted on both sets of non-Western students. These factors were less applicable to European students, although the latter did experience some challenges. Several contextual factors inhibited or enhanced SDL across the cases. As students grew used to PBL, SDL skills increased across the cases, albeit to different degrees. Although cultural factors can pose a challenge to the application of PBL in non-Western settings, it appears that PBL can be applied in different cultural contexts. However, its globalisation does not postulate uniform processes and outcomes, and culturally sensitive alternatives might be developed. �

Cross-cultural Usability Issues in E/M-Learning

Directory of Open Access Journals (Sweden)

Mahdi H. Miraz

2018-04-01

Full Text Available This paper gives an overview of electronic learning (E-Learning and mobile learning (M-Learning adoption and diffusion trends, as well as their particular traits, characteristics and issues, especially in terms of cross-cultural and universal usability. E-Learning and M-Learning models using web services and cloud computing, as well as associated security concerns are all addressed. The benefits and enhancements that accrue from using mobile and other internet devices for the purposes of learning in academia are discussed. The differences between traditional classroom-based learning, distance learning, E-Learning and M-Learning models are compared and some conclusions are drawn.

Blackboxing: social learning strategies and cultural evolution.

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Heyes, Cecilia

2016-05-05

Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions aboutwhenthey should copy other agents, andwhothey should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the 'phenotypic gambit'; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this 'blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the 'social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are 'planetary'--they depend on domain-general cognitive processes--some SLSs, found only in humans, are 'cook-like'--they depend on explicit, metacognitive rules, such ascopy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. © 2016 The Author(s).

Blackboxing: social learning strategies and cultural evolution

Science.gov (United States)

Heyes, Cecilia

2016-01-01

Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions about when they should copy other agents, and who they should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the ‘phenotypic gambit’; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this ‘blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the ‘social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are ‘planetary'—they depend on domain-general cognitive processes—some SLSs, found only in humans, are ‘cook-like'—they depend on explicit, metacognitive rules, such as copy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. PMID:27069046

Music lessons: revealing medicine's learning culture through a comparison with that of music.

Science.gov (United States)

Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

2013-08-01

Research on medical learning has tended to focus on the individual learner, but a sufficient understanding of the learning process requires that attention also be paid to the essential influence of the cultural context within which learning takes place. In this study, we undertook a comparative examination of two learning cultures - those of music and medicine - in order to unearth assumptions about learning that are taken for granted within the medical culture. We used a constructivist grounded theory approach to explore experiences of learning within the two cultures. We conducted nine focus groups (two with medical students, three with residents, four with music students) and four individual interviews (with one clinician-educator, one music educator and two doctor-musicians), for a total of 37 participants. Analysis occurred alongside and informed data collection. Themes were identified iteratively using constant comparisons. Cultural perspectives diverged in terms of where learning should occur, what learning outcomes are desired, and how learning is best facilitated. Whereas medicine valued learning by doing, music valued learning by lesson. Whereas medical learners aimed for competence, music students aimed instead for ever-better performance. Whereas medical learners valued their teachers for their clinical skills more than for their teaching abilities, the opposite was true in music, in which teachers' instructional skills were paramount. Self-assessment challenged learners in both cultures, but medical learners viewed self-assessment as a skill they could develop, whereas music students recognised that external feedback would always be required. This comparative analysis reveals that medicine and music make culturally distinct assumptions about teaching and learning. The contrasts between the two cultures illuminate potential vulnerabilities in the medical learning culture, including the risks inherent in its competence-focused approach and the

A Framework for Culturally Relevant Online Learning: Lessons from Alaska's Tribal Health Workers.

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Cueva, Katie; Cueva, Melany; Revels, Laura; Lanier, Anne P; Dignan, Mark; Viswanath, K; Fung, Teresa T; Geller, Alan C

2018-03-22

Culturally relevant health promotion is an opportunity to reduce health inequities in diseases with modifiable risks, such as cancer. Alaska Native people bear a disproportionate cancer burden, and Alaska's rural tribal health workers consequently requested cancer education accessible online. In response, the Alaska Native Tribal Health Consortium cancer education team sought to create a framework for culturally relevant online learning to inform the creation of distance-delivered cancer education. Guided by the principles of community-based participatory action research and grounded in empowerment theory, the project team conducted a focus group with 10 Alaska Native education experts, 12 culturally diverse key informant interviews, a key stakeholder survey of 62 Alaska Native tribal health workers and their instructors/supervisors, and a literature review on distance-delivered education with Alaska Native or American Indian people. Qualitative findings were analyzed in Atlas.ti, with common themes presented in this article as a framework for culturally relevant online education. This proposed framework includes four principles: collaborative development, interactive content delivery, contextualizing learning, and creating connection. As an Alaskan tribal health worker shared "we're all in this together. All about conversations, relationships. Always learn from you/with you, together what we know and understand from the center of our experience, our ways of knowing, being, caring." The proposed framework has been applied to support cancer education and promote cancer control with Alaska Native people and has motivated health behavior change to reduce cancer risk. This framework may be adaptable to other populations to guide effective and culturally relevant online interventions.

Social learning in a high-risk environment: incomplete disregard for the 'minnow that cried pike' results in culturally transmitted neophobia.

Science.gov (United States)

Crane, Adam L; Mathiron, Anthony G E; Ferrari, Maud C O

2015-08-07

Many prey species rely on conspecifics to gather information about unknown predation threats, but little is known about the role of varying environmental conditions on the efficacy of social learning. We examined predator-naive minnows that had the opportunity to learn about predators from experienced models that were raised in either a low- or high-risk environment. There were striking differences in behaviour among models; high-risk models showed a weaker response to the predator cue and became neophobic in response to the control cue (a novel odour, NO). Observers that were previously paired with low-risk models acquired a strong antipredator response only to the predator cue. However, observers that interacted with high-risk models, displayed a much weaker response to the predator odour and a weak neophobic response to the NO. This is the first study reporting such different outcomes of social learning under different environmental conditions, and suggests high-risk environments promote the cultural transmission of neophobia more so than social learning. If such a transfer can be considered similar to secondary traumatization in humans, culturally transmitted neophobia in minnows may provide a good model system for understanding more about the social ecology of fear disorders. © 2015 The Author(s).

Integrating STEM Place-Based, Culturally Responsive and Citizen Science Learning in Exploring the Impacts and Feedbacks of a Changing Arctic

Science.gov (United States)

Sparrow, E. B.; Spellman, K. V.; Fabbri, C.; Comiso, J. C.; Chase, M.; Fochesatto, G. J.; Butcher, C. E.; Jones, D.; Bacsujlaky, M.; Yoshikawa, K.; Gho, C. L.; Wegner, K.

2016-12-01

To build capacity in navigating challenges associated with a changing climate, learning in Arctic communities must not only increase STEM and climate change literacy, but also generate new knowledge as the rapid changes occur. Among the new NASA Science Mission Directorate Science Education projects, Arctic and Earth SIGNs (STEM Integrating GLOBE and NASA assets) is providing opportunities for K-12 pre-service and in-service teachers, their students, and lifelong learners to engage in citizen science using the Global Learning and Observations to Benefit the Environment (GLOBE) methods and culturally responsive learning to help address climate change challenges within their unique community, and contribute to hypothesis driven research. This project will weave traditional knowledge and western science, and use ground observations and satellite data and best teaching practices in STEM learning, supported through a NASA cooperative agreement and collaborative partnerships. Implementation will begin in rural Alaska and grow within Alaska and throughout the United States to reach underserved and STEM underrepresented populations, through face-to-face and on-line teaching and learning as well as building partnerships among educators, scientists, local and indigenous experts, institutions, agencies, and learning communities. Partners include research and teaching institutions at the University of Alaska Fairbanks, the Association of Interior Native Educators, the North Slope Borough School District and other school districts, the Kenaitze Tribe Environmental Education program, NASA science education and research programs as well as those of NOAA and NSF, the GLOBE Implementation Office, the 4-H program and others. The program resources and model will be shared and disseminated within the United States and globally through partners for local, national and worldwide use in STEM climate change education and citizen empowerment.

Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

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Warih Handayaningrum

2016-12-01

Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

Cross-Cultural Delivery of e-Learning Programmes: Perspectives from Hong Kong

Directory of Open Access Journals (Sweden)

Andrew Lap-sang Wong

2007-11-01

Full Text Available The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents ‘foreign’ to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores – from a critical-dialectical perspective – the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with ‘cultural imperialism’ rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning.

It’s about Understanding Each Other’s Culture – Improving the Outcomes of Mobile Learning by Avoiding Culture Conflicts

OpenAIRE

Ernst, Sissy-Josefina; Janson, Andreas; Söllner, Matthias; Leimeister, Jan Marco

2016-01-01

Mobile learning enables learners to integrate learning activities into daily routines. Information systems research emphasizes that technology-mediated learning (TML) has to be adapted to cultural differences. Integrating a mobile learning application into a new context can cause conflicts as values embedded in the mobile learning application can conflict with values of the context in which it is introduced. With this paper, we propose a theory-driven design approach to avoid culture conflict...

Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

Science.gov (United States)

Ahmad, Jameel

2015-01-01

This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu,…

Chinese nursing students' culture-related learning styles and behaviours: A discussion paper

Directory of Open Access Journals (Sweden)

Carol Chunfeng Wang

2015-09-01

Full Text Available Globalisation requires that nursing education focuses on culturally competent care. International students studying in Australia present a valuable resource for cultural learning, yet internationalisation presents opportunities and challenges for both lecturers and students. This paper explores Chinese nursing students, the single largest group of international students in Australia, their communication behaviour, patterns and learning styles at Australian universities from cultural and psychosocial perspectives. Our aim is to provide insight for educators in Western countries to better understand this particular ethnic group and help Chinese nursing students overcome learning difficulties and develop their potential learning capabilities. We further recommend coping strategies to help international Chinese nursing students' learning.

Applying Culturally Responsive Pedagogy to the Vocational Training of Immigrants

Science.gov (United States)

Wu, Ya-Ling

2016-01-01

Training and learning are the personal process in which individuals interact with social and cultural contexts. Immigrant trainees bring their early educational and life experiences into training classrooms, and their learning is strongly affected by their prior socialization and socio-cultural experiences. Therefore, it is necessary to provide…

Impact of Individual Perception of Organizational Culture on the Learning Transfer Environment

Science.gov (United States)

Chatterjee, Aindrila; Pereira, Arun; Bates, Reid

2018-01-01

This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and…

Culture modulates the brain response to human expressions of emotion: electrophysiological evidence.

Science.gov (United States)

Liu, Pan; Rigoulot, Simon; Pell, Marc D

2015-01-01

To understand how culture modulates on-line neural responses to social information, this study compared how individuals from two distinct cultural groups, English-speaking North Americans and Chinese, process emotional meanings of multi-sensory stimuli as indexed by both behaviour (accuracy) and event-related potential (N400) measures. In an emotional Stroop-like task, participants were presented face-voice pairs expressing congruent or incongruent emotions in conditions where they judged the emotion of one modality while ignoring the other (face or voice focus task). Results indicated that while both groups were sensitive to emotional differences between channels (with lower accuracy and higher N400 amplitudes for incongruent face-voice pairs), there were marked group differences in how intruding facial or vocal cues affected accuracy and N400 amplitudes, with English participants showing greater interference from irrelevant faces than Chinese. Our data illuminate distinct biases in how adults from East Asian versus Western cultures process socio-emotional cues, supplying new evidence that cultural learning modulates not only behaviour, but the neurocognitive response to different features of multi-channel emotion expressions. Copyright © 2014 Elsevier Ltd. All rights reserved.

A unique, culture-aware, personalized learning environment

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Tillman Swinke

2012-11-01

Full Text Available This paper examines what current learning systems offer towards the idea of a multi- dimensional learning system. It will show the requirements for a multi-dimensional learning system and that no current system is able to meet them. Therefore a new model is proposed that is not only capable of fulfilling the requirements for cultural diversity but also of satisfying the rising demand for personalization that has been rising in the course of the last twenty years. This new model will enable systems, which bring the personalization of e- learning to the next level.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

NARCIS (Netherlands)

Frambach, J.M.; Driessen, E.W.; Chan, L.C.; Vleuten, C.P.M. van der

2012-01-01

Medical Education 2012: 46: 738-747 Context Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their

Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study

Science.gov (United States)

Köksal, Dinçay; Ulum, Ömer Gökhan

2016-01-01

This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a…

Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

Science.gov (United States)

Kean, Ang Chooi; Kwe, Ngu Moi

2014-01-01

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

Social Learning and Culture in Child and Chimpanzee.

Science.gov (United States)

Whiten, Andrew

2017-01-03

A few decades ago, we knew next to nothing about the behavior of our closest animal relative, the chimpanzee, but long-term field studies have since revealed an undreamed-of richness in the diversity of their cultural traditions across Africa. These discoveries have been complemented by a substantial suite of experimental studies, now bridging to the wild through field experiments. These field and experimental studies, particularly those in which direct chimpanzee-child comparisons have been made, delineate a growing set of commonalities between the phenomena of social learning and culture in the lives of chimpanzees and humans. These commonalities in social learning inform our understanding of the evolutionary roots of the cultural propensities the species share. At the same time, such comparisons throw into clearer relief the unique features of the distinctive human capacity for cumulative cultural evolution, and new research has begun to probe the key psychological attributes that may explain it.

Organizational culture in cardiovascular care in Chinese hospitals: a descriptive cross-sectional study.

Science.gov (United States)

Yin, Emily S; Downing, Nicholas S; Li, Xi; Singer, Sara J; Curry, Leslie A; Li, Jing; Krumholz, Harlan M; Jiang, Lixin

2015-12-21

Organizational learning, the process by which a group changes its behavior in response to newly acquired knowledge, is critical to outstanding organizational performance. In hospitals, strong organizational learning culture is linked with improved health outcomes for patients. This study characterizes the organizational learning culture of hospitals in China from the perspective of a cardiology service. Using a modified Abbreviated Learning Organization Survey (27 questions), we characterized organizational learning culture in a nationally representative sample of 162 Chinese hospitals, selecting 2 individuals involved with cardiovascular care at each hospital. Responses were analyzed at the hospital level by calculating the average of the two responses to each question. Responses were categorized as positive if they were 5+ on a 7-point scale or 4+ on a 5-point scale. Univariate and multiple regression analyses were used to assess the relationship between selected hospital characteristics and perceptions of organizational learning culture. Of the 324 participants invited to take the survey, 316 responded (98 % response rate). Perceptions of organizational learning culture varied among items, among domains, and both among and within hospitals. Overall, the median proportion of positive responses was 82 % (interquartile range = 59 % to 93 %). "Training," "Performance Monitoring," and "Leadership that Reinforces Learning" were characterized as the most favorable domains, while "Time for Reflection" was the least favorable. Multiple regression analyses showed that region was the only factor significantly correlated with overall positive response rate. This nationally representative survey demonstrated variation in hospital organizational learning culture among hospitals in China. The variation was not substantially explained by hospital characteristics. Organizational learning culture domains with lower positive response rates reveal important areas for

Foreign entry, cultural barriers and learning

NARCIS (Netherlands)

H.G. Barkema (Harry); J.H.J. Bell (John); J.M.E. Pennings

1996-01-01

textabstractThis paper examines the longevity of foreign entries. Hypotheses are developed on the mode (start-ups vs. acquisitions) and ownership structure (wholly owned vs. joint ventures) in relation to cultural distance. The hypotheses are tested within a framework of organizational learning,

Sharpening the lens of culturally responsive science teaching: a call for liberatory education for oppressed student groups

Science.gov (United States)

Codrington, Jamila

2014-12-01

Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturally responsive teaching with oppressed student groups.

Organizational Change, Leadership and Learning: Culture as Cognitive Process.

Science.gov (United States)

Lakomski, Gabriele

2001-01-01

Examines the claim that it is necessary to change an organization's culture in order to bring about organizational change. Considers the purported causal relationship between the role of the leader and organizational learning and develops the notion of culture as cognitive process based on research in cultural anthropology and cognitive science.…

Culturally Responsive Leadership in School Libraries

Science.gov (United States)

Summers, Laura L.

2010-01-01

Students need culturally responsive teacher-librarians who focus on 21st century skills for all students. Basic principles for culturally responsive leadership in school libraries are articulated by multicultural educators who know that social equity is more important than ever, as the number of diverse and underserved students increase each year.…

The quest for a culture of learning: a South African schools perspective

Directory of Open Access Journals (Sweden)

F H Weeks

2012-01-01

Full Text Available Within the media and the literature the need is often expressed for the establishment of a culture of learning within South African schools. The contrasting view tends to be one of dysfunctional schools that have come into being, giving rise to significant learner behaviour problems and poor pass rates being encountered in practice. This paper is directed at gaining conceptual clarity as to what is meant by a "culture of learning" and exploring two fundamentally different views as to how such a culture can be nurtured within South African schools. The study is based on a multidisciplinary literature review to gain an understanding of the concept and the theories advocated for bringing about a culture change. A key finding emanating from the study is that the traditional culture management approach advocated in the literature may not be all that effective in practice and that an alternative approach that views "culture of learning" as an emergent phenomenon that has its origins in the social interaction taking place within classrooms, schools and learning communities may be more effective.

The Impact of Cultural Dimensions on Online Learning

Science.gov (United States)

Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco

2016-01-01

Due to the increasingly multicultural nature of e-learning environments, it is critical that instructors and instructional designers be aware of the importance of cultural factors in education and that they deliver culturally adaptive instruction. The main challenge of this paper is identifying the critical success factors for multicultural online…

The Academic Library and the Culture for Learning

Science.gov (United States)

Hufford, Jon R.

2016-01-01

Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

The concept of learning in cultural-historical perspective

DEFF Research Database (Denmark)

Chaiklin, Seth

2015-01-01

their implications for understanding learning. Brief comments are made about the notions of internalization and zone of proximal development. Subsequent theoretical developments are mentioned, with a special focus on the idea of learning activity and developmental teaching. The chapter concludes with three issues......A cultural-historical perspective on learning is presented. The key idea is to conceptualise learning as self-mastery of action, using existing psychological functions. The main part of the chapter provides an overview of Vygotsky’s theory of higher psychological functions, and discusses...

The prominent role of the cerebellum in the learning, origin and advancement of culture.

Science.gov (United States)

Vandervert, Larry

2016-01-01

Vandervert described how, in collaboration with the cerebral cortex, unconscious learning of cerebellar internal models leads to enhanced executive control in working memory in expert music performance and in scientific discovery. Following Vandervert's arguments, it is proposed that since music performance and scientific discovery, two pillars of cultural learning and advancement, are learned through in cerebellar internal models, it is reasonable that additional if not all components of culture may be learned in the same way. Within this perspective strong evidence is presented that argues that the learning, maintenance, and advancement of culture are accomplished primarily by recently-evolved (the last million or so years) motor/cognitive functions of the cerebellum and not primarily by the cerebral cortex as previously assumed. It is suggested that the unconscious cerebellar mechanism behind the origin and learning of culture greatly expands Ito's conception of the cerebellum as "a brain for an implicit self." Through the mechanism of predictive sequence detection in cerebellar internal models related to the body, other persons, or the environment, it is shown how individuals can unconsciously learn the elements of culture and yet, at the same time, be in social sync with other members of culture. Further, this predictive, cerebellar mechanism of socialization toward the norms of culture is hypothesized to be diminished among children who experience excessive television viewing, which results in lower grades, poor socialization, and diminished executive control. It is concluded that the essential components of culture are learned and sustained not by the cerebral cortex alone as many traditionally believe, but are learned through repetitious improvements in prediction and control by internal models in the cerebellum. From this perspective, the following new explanations of culture are discussed: (1) how culture can be learned unconsciously but yet be socially

Ecologies of Learning: Culture, Context and Outcomes of Workplace LES. Research Brief

Science.gov (United States)

Merrifield, Juliet

2013-01-01

There is a need to connect workplace learning and essential skills to a larger domain of workplace learning in general. To do this, the contexts in which learning takes place, and the cultures of the actors and environments involved, should be taken into consideration. Although research on the direct effects of contexts and cultures on workplace…

Culture: copying, compression, and conventionality.

Science.gov (United States)

Tamariz, Mónica; Kirby, Simon

2015-01-01

Through cultural transmission, repeated learning by new individuals transforms cultural information, which tends to become increasingly compressible (Kirby, Cornish, & Smith, ; Smith, Tamariz, & Kirby, ). Existing diffusion chain studies include in their design two processes that could be responsible for this tendency: learning (storing patterns in memory) and reproducing (producing the patterns again). This paper manipulates the presence of learning in a simple iterated drawing design experiment. We find that learning seems to be the causal factor behind the increase in compressibility observed in the transmitted information, while reproducing is a source of random heritable innovations. Only a theory invoking these two aspects of cultural learning will be able to explain human culture's fundamental balance between stability and innovation. Copyright © 2014 Cognitive Science Society, Inc.

A Situated Cultural Festival Learning System Based on Motion Sensing

Science.gov (United States)

Chang, Yi-Hsing; Lin, Yu-Kai; Fang, Rong-Jyue; Lu, You-Te

2017-01-01

A situated Chinese cultural festival learning system based on motion sensing is developed in this study. The primary design principle is to create a highly interactive learning environment, allowing learners to interact with Kinect through natural gestures in the designed learning situation to achieve efficient learning. The system has the…

High-Performance Sport, Learning and Culture: New Horizons for Sport Pedagogues?

Science.gov (United States)

Penney, Dawn; McMahon, Jenny

2016-01-01

Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and…

The Culture of Learning Continuum: Promoting Internal Values in Higher Education

Science.gov (United States)

Sagy, Ornit; Kali, Yael; Tsaushu, Masha; Tal, Tali

2018-01-01

This study endeavors to identify ways to promote a productive learning culture in higher education. Specifically, we sought to encourage development of internal values in students' culture of learning and examine how this can promote their understanding of scientific content. Set in a high enrollment undergraduate biology course, we designed a…

Cultural Differences in Online Learning: International Student Perceptions

Science.gov (United States)

Liu, Xiaojing; Liu, Shijuan; Lee, Seung-hee; Magjuka, Richard J.

2010-01-01

This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including…

Learning by Knowledge Networking across Cultures

DEFF Research Database (Denmark)

Wangel, Arne; Stærdahl, Jens; Bransholm Pedersen, Kirsten

2005-01-01

Engineers and planners working in trans-national production and aid project interventions in Third World countries must be able to 're-invent' technological systems across cultures and plan and build the capacities of their counterparts. A series of joint courses on cleaner production (CP......) and environmental impact assessment (EIA) in Malaysia 1998-2003 has sought to address these needs for new competences. Differences in educational background and the work culture of the participants have presented difficulties during these courses, in particular in terms of achieving a mixed team building to turn...... some of the obstacles into resources for knowledge sharing. However, students have stressed their positive experience of cross-cultural communication. While a joint course of three week duration by itself may involve only limited cross-cultural learning, serving primarily as an introduction to a long...

The Influence of Music Learning Cultures on the Construction of Teaching-Learning Conceptions

Science.gov (United States)

Casas-Mas, Amalia; Pozo, Juan Ignacio; Montero, Ignacio

2014-01-01

Current research in music education tends to put the emphasis on learning processes outside formal academic contexts, both to rethink and to renew academic educational formats. Our aim is to observe and describe three music learning cultures simultaneously, including formal, non-formal and informal settings: Classical, Jazz and Flamenco,…

Rapid response learning of brand logo priming: Evidence that brand priming is not dominated by rapid response learning.

Science.gov (United States)

Boehm, Stephan G; Smith, Ciaran; Muench, Niklas; Noble, Kirsty; Atherton, Catherine

2017-08-31

Repetition priming increases the accuracy and speed of responses to repeatedly processed stimuli. Repetition priming can result from two complementary sources: rapid response learning and facilitation within perceptual and conceptual networks. In conceptual classification tasks, rapid response learning dominates priming of object recognition, but it does not dominate priming of person recognition. This suggests that the relative engagement of network facilitation and rapid response learning depends on the stimulus domain. Here, we addressed the importance of the stimulus domain for rapid response learning by investigating priming in another domain, brands. In three experiments, participants performed conceptual decisions for brand logos. Strong priming was present, but it was not dominated by rapid response learning. These findings add further support to the importance of the stimulus domain for the relative importance of network facilitation and rapid response learning, and they indicate that brand priming is more similar to person recognition priming than object recognition priming, perhaps because priming of both brands and persons requires individuation.

Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction

Science.gov (United States)

Parrish, Patrick; Linder-VanBerschot, Jennifer A.

2010-01-01

The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify…

The formation and development of corporate culture of learning organization: efficiency assessment

Directory of Open Access Journals (Sweden)

T. O. Tolstykh

2017-01-01

Full Text Available In modern conditions of digitalization of the economy, its integration with the policy society questions of formation and development of corporate culture of the learning organisation are of particular relevance. Digital transformation of business dictates the need for the emergence and development of learning organizations, creating and preserving knowledge. In this situation, the openness of issues of assessment of efficiency of processes of formation and development defines the importance of the proposed research. Corporate culture is regarded by most scholars as the most important internal resource of the organization, able to provide her with stability in a crisis and give impetus to the development and transition to qualitatively different levels of the life cycle. This position assumes that a strong corporate culture should be aimed at building a learning organization, able to quickly adapt to changes in the external and internal environment. This article examines the issue of assessment of efficiency of corporate culture; it is shown that in addition to the empirical, sociological methods and qualitative approach to evaluation, is acceptable investment approach. This option appears when you use the aggregate target-oriented and project management methods, which allows in a systematic manner to carry out the formation and development of corporate culture. The assessment should be subject to software development activities and (or development of the corporate culture of a learning organization. In evidence to draw conclusions on the example of agricultural companies, a calculation of the economic efficiency of the program of formation of corporate culture of a learning organization. Calculation of net discounted income, the net present value of the project, profitability index, project profitability, payback period. This confirms the social and economic effects of the proposed program on the formation of corporate culture of independent

Effect of Practice Ownership on Work Environment, Learning Culture, Psychological Safety, and Burnout.

Science.gov (United States)

Cuellar, Alison; Krist, Alex H; Nichols, Len M; Kuzel, Anton J

2018-04-01

Physicians have joined larger groups and hospital systems in the face of multiple environmental challenges. We examine whether there are differences across practice ownership in self-reported work environment, a practice culture of learning, psychological safety, and burnout. Using cross-sectional data from staff surveys of small and medium-size practices that participated in EvidenceNOW in Virginia, we tested for differences in work environment, culture of learning, psychological safety, and burnout by practice type. We conducted weighted multivariate linear regression of outcomes on ownership, controlling for practice size, specialty mix, payer mix, and whether the practice was located in a medically underserved area. We further analyzed clinician and staff responses separately. Participating were 104 hospital-owned and 61 independent practices and 24 federally qualified health centers (FQHCs). We analyzed 2,005 responses from practice clinicians and staff, a response rate of 49%. Working in a hospital-owned practice was associated with favorable ratings of work environment, psychological safety, and burnout compared with independent practices. When we examined separately the responses of clinicians vs staff, however, the association appears to be largely driven by staff. Hospital ownership was associated with positive perceptions of practice work environment and lower burnout for staff relative to independent ownership, whereas clinicians in FQHCs perceive a more negative, less joyful work environment and burnout. Our findings are suggestive that clinician and nonclinician staff perceive practice adaptive reserve differently, which may have implications for creating the energy for ongoing quality improvement work. © 2018 Annals of Family Medicine, Inc.

Open and Distance Learning: Cultural Practices in Nepal

Science.gov (United States)

Pangeni, Shesha Kanta

2016-01-01

Nepali education culture is dominated by face-to-face tutoring. It has a long history starting from the Gurukul culture to the present formal schooling. Emerging practices of using technology in education have been promoting online learning as a form of distance education and gaining popularity. This paper focuses on digging out the contextual…

The quest for a culture of learning: a South African schools perspective

African Journals Online (AJOL)

The quest for a culture of learning: a South African schools perspective. ... at gaining conceptual clarity as to what is meant by a “culture of learning” and exploring ... in the social interaction taking place within classrooms, schools and learning ...

Digital Game Building: Learning in a Participatory Culture

Science.gov (United States)

Li, Qing

2010-01-01

Background: The emergence of a participatory culture, brought about mainly by the use of Web2.0 technology, is challenging us to reconsider aspects of teaching and learning. Adapting the learning-as-digital-game-building approach, this paper explores how new educational practices can help students build skills for the 21st century. Purpose: This…

Cultural dimensions of learning: Addressing the challenges of multicultural instruction

Directory of Open Access Journals (Sweden)

Patrick Parrish

2010-05-01

Full Text Available The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF, which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.

Toward a More Culturally Responsive General Music Classroom

Science.gov (United States)

Abril, Carlos R.

2013-01-01

This article seeks to characterize culturally responsive teaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturally responsive.

E-Learning Course Design from a Cross Cultural Perspective

DEFF Research Database (Denmark)

Fahmy, Sandra Safwat Youssef

national, cultural and linguistic borders. The study attempts to shed a light on the differences in the learning practices of students in different countries, by using a mix between ethnography and grounded theory methodologies, to explore the different educational systems and learning practices...

Reactions to Receiving a Gift-Maternal Scaffolding and Cultural Learning in Berlin and Delhi.

Science.gov (United States)

Kärtner, Joscha; Crafa, Daina; Chaudhary, Nandita; Keller, Heidi

2016-05-01

This study shows how Berlin (n = 35) and Delhi (n = 28) mothers scaffold a common and highly scripted social situation, namely gift giving, and enable cultural learning in 19-month-olds. Using modeling and prompting to encourage appropriate responses, mothers took culture-specific directions during scaffolding that were in line with the broader cultural model as assessed by maternal socialization goals (SGs). Whereas Berlin mothers prioritized autonomous SGs, Delhi mothers emphasized autonomous and relational SGs to similar degrees. During scaffolding, Berlin mothers focused on maximizing positive affect and acknowledging the gift, whereas Delhi mothers prompted toddlers to acknowledge the giver more often. Furthermore, there were differences in toddlers' behavior in line with these culture-specific scripts guiding gift giving. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Using Culturally Responsive Stories in Mathematics: Responses from the Target Audience

Science.gov (United States)

Corp, Amy

2017-01-01

This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

Clinical workplace learning : perceived learning value of individual and group feedback in a collectivistic culture

NARCIS (Netherlands)

Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

2018-01-01

BACKGROUND: Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual

Transformative Learning: Patterns of Psychophysiologic Response and Technology-Enabled Learning and Intervention Systems

Science.gov (United States)

2008-09-01

Psychophysiologic Response and Technology -Enabled Learning and Intervention Systems PRINCIPAL INVESTIGATOR: Leigh W. Jerome, Ph.D...NUMBER Transformative Learning : Patterns of Psychophysiologic Response and Technology - Enabled Learning and Intervention Systems 5b. GRANT NUMBER...project entitled “Transformative Learning : Patterns of Psychophysiologic Response in Technology Enabled Learning and Intervention Systems.” The

Understanding Game-Based Learning Cultures: Introduction to Special Issue

Science.gov (United States)

Engerman, Jason A.; Carr-Chellman, Alison

2017-01-01

This special issue expands our understanding of teaching and learning through video game play, with specific attention to culture. The issue gives insight into the ways educators, researchers, and developers should be discussing and designing for impactful learner-centered game-based learning experiences. The issue features forward-thinking…

Learning of science concepts within a traditional socio-cultural ...

African Journals Online (AJOL)

The learning of science concepts within a traditional socio-cultural environment were investigated by looking at: 1) the nature of \\"cognitive border crossing\\" exhibited by the students from the traditional to the scientific worldview, and 2) whether or not three learning theories / hypotheses: border crossing, collaterality, and ...

Culture Studies and Motivation in Foreign and Second Language Learning in Taiwan.

Science.gov (United States)

Ho, Meng-Ching

1998-01-01

Investigated the potentiality that culture studies has to motivate Tawainese junior-high-school pupils to learn English, and tried to establish the relations between pupil interests in culture studies and their orientations, attitudes, and motivation toward learning English. Grade 1 and 2 students (n=480) from Taipei City and Taipei County…

Learning from the coffee shop: increasing junior high school students’ self-confidence through contextual learning based on local culture of Aceh

Science.gov (United States)

Sarmini; Supriono, A.; Ridwan

2018-01-01

Teachers should be able to provide meaningful learning, create a fun learning, and encourage the self-confidence of students. The reality is learning in Junior High School still teacher-centered learning that results the level of self-confidence of students is low. Pre-action showed 30% of students do not have self-confidence. The research aims to improve the self-confidence of students through contextual learning in the course from the social studies of Aceh based on the local culture. This type of research is classroom action research that conducted in two cycles. The research focus is the students’ responses. The coffee shop is a source of learning social studies. Students Involved in the coffee shop interact with villagers who have made the coffee shop as social media. Students participate meetings to address issues of rural villagers. The coffee shop as a public share with characteristics of particularly subject as a gathering place for many people regardless of social strata, convey information, chat, and informal atmosphere that stimulates self-confidence.

"Working" Culture: Exploring Notions of Workplace Culture and Learning at Work

Science.gov (United States)

Somerville, Margaret

2005-01-01

This article is based on research into the practical problem of masculinity and learning and practising safety in the mining industry. The research began with a post-structural analysis of gendered subjectivity in miners' yarns but argues that a concept of "culture" is needed to elucidate a middle-level relationship between individual…

Strangers in Stranger Lands: Language, Learning, Culture

Directory of Open Access Journals (Sweden)

Hong Li

2007-02-01

Full Text Available This study investigates international students’ perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students’ learning of English in other ways, including international students’ isolation within their communities and America’s lack of teaching listening skills to its own students. Other factors also affect international students’ learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Readers will find three main voices in addition to the international students who “speak” (in quotation marks throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the “regular” text. Second, Roy F. Fox’s voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza’s voice appears in boldface. Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

Storytelling in videogames: a cultural space to learn emocional habilities

Directory of Open Access Journals (Sweden)

Graciela Alicia ESNAOLA HORACEK

2017-07-01

Full Text Available We want to analyze the characteristics of nowadays learning and the construction of the social identity through the storytelling of videogames. We recognize these technologies as an “homogeneous culture discourse” that can only be understood searching the keys that move the world beyond the walls of the school. From this perspective we are interested in the new spaces of power and authority that these technologies introduce in the institutions. To understand these processes we organize the analysis around certain aspects that operate in the interaction between children and this object. These reasons will guide us in the analyses. The problem of our investigation is defined by stating that videogames are involved in the construction of the social identity of the users facilitating archetypes of identification models. These discourses, also, design learning modes that generate a microculture of practices and meanings with a particular logic different from the school culture. As educators, we are interested in understanding how students organize their behaviours and identifications once immersed in this technological culture. Furthermore, we aim at comprehending the communicative strategies developed by users when utilizing this technology. We claim that these cultural behaviours bring about consequences in academic learning. This investigation presents basic aspects of the theoretical background, underpinning the construction of the social identity in the context of the global condition and the hybridization of cultures. We point out the characteristics of the cultural scenario linking the students and the Informational Society. It also studies in depth the characteristics of the digitalization of the narrative space and the ludic area, which offer us the possibility to analyze videogames from a complex perspective. To sum up, our main interest is to ascertain the characteristics of learning within the storytelling and game narrative generated

The Impact of a Learning Culture on Organisational Change in Regional SMEs

Science.gov (United States)

Bamberry, Goff; Sabri-Matanagh, Saeed; Duncan, Glen

2015-01-01

This paper explores the impact of a learning culture on organisational change in small to medium-sized regional manufacturing enterprises following a review of the related literature, and a qualitative study of 10 manufacturing SMEs in the Riverina region of New South Wales. The research confirmed that key learning culture factors as identified in…

Influence of Culture on Students' Awareness of How and Why They Learn

Science.gov (United States)

Choy, Siew Chee; Sedhu, Daljeet Singh; Liew, Yow Lin; Lee, Mun Yee; Malenee, Audrey; Anuar, Norkhadirah

2015-01-01

Purpose: The reason many Asian students find student-centred learning challenging may be due to cultural factors present in every human interaction between individuals. This study attempts to determine the influence of these cultural factors on students' awareness of how and why they learn. Method: A sample of 12 students enrolled in a two year…

Investigating Your School's Science Teaching and Learning Culture

Science.gov (United States)

Sato, Mistilina; Bartiromo, Margo; Elko, Susan

2016-01-01

The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

Response Strategies and Response Styles in Cross-Cultural Surveys

NARCIS (Netherlands)

Morren, M.H.; Gelissen, J.P.T.M.; Vermunt, J.K.

2012-01-01

This article addresses the following research questions: Do respondents participating in cross-cultural surveys differ in their response style when responding to attitude statements? If so, are characteristics of the response process associated with their ethnicity and generation of immigration? To

EFFECT OF LEARNING CULTURE, EMPOWERMENT, AND CYBER SKILL COMPETENCY ON SELF-ENGAGEMENT EMPLOYEES

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S.R.M. Indah Permata Sari

2017-12-01

Full Text Available The purpose of this research is to comprehensively about the effect of learning culture, empowerment, and cyber skill competence on self engagement of the employee in Directorate General of Potential for Defense Ministry of Defense Republic of Indonesia. The research methodology was survey with path analysis applied in testing hypothesis. It was conducted to 150 employees from population 241 employee who was selected in simple random way.Analysis and interpretation of data indicate that (1 learning culture has a positive direct effect in self engagement, (2 empowerment has a positive direct effect in self engagement, (3 cyber skill competence has a positive direct effect in self engagement, (4 learning culture has a positive direct effect in cyber skill competence, (5 empowerment has a positive direct effect in cyber skill competence, and (6 learning culture has a positive direct effect in empowerment

The idea of culture and its topicality for teaching-learning LE/L2

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Edleise Mendes

2015-09-01

Full Text Available In recent decades, many studies and research developed in the field of teaching / learning languages, especially of foreign and second languages, have been dedicated to discuss the importance of culture and intercultural relations as members of the learning process dimensions. This concern has as principle the fact that teaching and learning a language is a much broader and complex than the simple transmission and apprehension of formal structures and rules of use of these structures process. In this article, I propose to revisit the idea of culture to then establish their relationship with language, emphasizing the relevance of this type of reflection for the teaching-learning area LE / L2, especially focusing in Portuguese . Among other things, I want to show that contemporary trends in teaching and language teacher training recognize that approaches to teaching and learning, whatever their theoretical orientations should not isolate the language of life in which we live and culture or cultures as a means to ensure language education quality and consistent with the requirements of the contemporary world.

Gender, identity and culture in learning physics

Science.gov (United States)

Corbett, Katelin

2016-06-01

Student engagement in science, as defined by Iva Gurgel, Mauricio Pietrocola, and Graciella Watanabe, is of great importance because a student's perceived compatibility with science learning is highly influenced by personal identities, or how students see themselves in relations to the world. This can greatly impact their learning experiences. In this forum, I build on the work of Gurgel, Pietrocola, and Watanabe by exploring the relationships between engagement in physics and gender, and by looking at the expansive nature of the concept of culture. I expand the conversation by investigating ways in which learning science has impacted my own identity/worldview, particularly how it affects my personal teaching and learning experiences. I focus the conversation around the relationship between gender and the experience of learning science to further the dialogue concerning identity and how it impacts engagement in science. I also look at the role of didactic transposition in the perceived disconnect with science. I reveal my experiences and analysis through a personal narrative.

Honours service-learning & civic responsibility

Directory of Open Access Journals (Sweden)

Trae Stewart

2012-03-01

Full Text Available 800x600 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Universities have been urged to prepare graduates for successful professional lives and fulfilling lives as civically responsible citizens. Pedagogies of engagement, like service-learning, are touted as one means to achieve these goals. Connections between first-year experience and service-learning programs have been slow to develop. Further, empirical studies on service-learning in university honours education are similarly scarce. This article examines first-semester honours postsecondary students' sense of civic responsibility before and after completing a service-learning program linking a course on the Evolution of Community to direct volunteerism in struggling schools. Based on pre-post-responses (n=119 to the Level III-Civic Responsibility Survey, analysis of variance with repeated measures showed that participants' sense of civic responsibility was significantly increased over time on each of the dependent variables (i.e., community connectedness, civic attitudes, civic efficacy. Community connectedness scores increased significantly at the .005 level, F(1, 118 = 9.703, p = .002. The changes in civic attitudes and civic efficacy scores were extremely significant at the .0005 level, F(1, 118 = 14.498, p < .0005 and F(1, 118 = 23.56, p < .0005, respectively.

Student reflections on learning cross-cultural skills through a 'cultural competence' OSCE.

Science.gov (United States)

Miller, Elizabeth; Green, Alexander R

2007-05-01

Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.

Cross-Cultural Service Learning with Native Americans: Pedagogy for Building Cultural Competence

Science.gov (United States)

Bolea, Patricia S.

2012-01-01

This paper articulates a curricular approach that centers on a Native American service learning course. Social work students engaged in cross-cultural immersion on a reservation in the United States. By examination of historical United States policy impacting Indian tribes and contemporary experiences that challenge basic instruction in public…

Building and Leading a Learning Culture among Teachers: A Case Study of a Shanghai Primary School

Science.gov (United States)

Haiyan, Qian; Walker, Allan; Xiaowei, Yang

2017-01-01

A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education…

Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit

Science.gov (United States)

Busse, Vera; Krause, Ulrike-Marie

2015-01-01

This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In…

Immigrant Children Promoting Environmental Care: Enhancing Learning, Agency and Integration through Culturally-Responsive Environmental Education

Science.gov (United States)

Blanchet-Cohen, Natasha; Reilly, Rosemary C.

2017-01-01

This paper examines the potential of culturally-responsive environmental education to engage immigrant early adolescents. Our study suggests that environmental involvement can become a means and an end for children to bridge their school and home in agential ways. Drawing from a multi-phase study involving focus groups with children, parents, and…

A Virtual Walk through London: Culture Learning through a Cultural Immersion Experience

Science.gov (United States)

Shih, Ya-Chun

2015-01-01

Integrating Google Street View into a three-dimensional virtual environment in which users control personal avatars provides these said users with access to an innovative, interactive, and real-world context for communication and culture learning. We have selected London, a city famous for its rich historical, architectural, and artistic heritage,…

Cross-cultural Comparison of Learning in Human Hunting : Implications for Life History Evolution.

Science.gov (United States)

MacDonald, Katharine

2007-12-01

This paper is a cross-cultural examination of the development of hunting skills and the implications for the debate on the role of learning in the evolution of human life history patterns. While life history theory has proven to be a powerful tool for understanding the evolution of the human life course, other schools, such as cultural transmission and social learning theory, also provide theoretical insights. These disparate theories are reviewed, and alternative and exclusive predictions are identified. This study of cross-cultural regularities in how children learn hunting skills, based on the ethnographic literature on traditional hunters, complements existing empirical work and highlights future areas for investigation.

Addressing Cultural Competency in Pharmacy Education through International Service Learning and Community Engagement

Directory of Open Access Journals (Sweden)

Rosemin Kassam

2013-08-01

Full Text Available This paper describes the design, implementation and evaluation of a course in international service learning and community engagement for pharmacy undergraduate students. The course offered students opportunities to cultivate cultural competency in an international setting foreign to their own—Sub-Saharan Africa. The experience consisted of pre-departure preparation seminars followed by subsequent community immersion to experience, explore and confront personal attitudes and perceptions. A key feature of this course was its emphasis on a continuing cycle of learning, community engagement and reflection. Three students participated, a near-maximum cohort. Their daily self-reflections were qualitatively analyzed to document the impact of their cultural learning and experiences and revealed meaningful learning in the domains of self-assessment and awareness of their personal and professional culture, exposure to a participatory health delivery model involving the patient, the community and a multidisciplinary team and opportunities to engage in patient care in a different cultural setting. This proof-of-concept course provided students with experiences that were life-changing on both personal and professional levels and confirmed the viability and relevance of international service learning for the pharmacy field within its university-wide mandate.

Cultural Humility and Hospital Safety Culture.

Science.gov (United States)

Hook, Joshua N; Boan, David; Davis, Don E; Aten, Jamie D; Ruiz, John M; Maryon, Thomas

2016-12-01

Hospital safety culture is an integral part of providing high quality care for patients, as well as promoting a safe and healthy environment for healthcare workers. In this article, we explore the extent to which cultural humility, which involves openness to cultural diverse individuals and groups, is related to hospital safety culture. A sample of 2011 hospital employees from four hospitals completed measures of organizational cultural humility and hospital safety culture. Higher perceptions of organizational cultural humility were associated with higher levels of general perceptions of hospital safety, as well as more positive ratings on non-punitive response to error (i.e., mistakes of staff are not held against them), handoffs and transitions, and organizational learning. The cultural humility of one's organization may be an important factor to help improve hospital safety culture. We conclude by discussing potential directions for future research.

Is `Learning' Science Enough? - A Cultural Model of Religious Students of Science in an Australian Government School

Science.gov (United States)

Ferguson, Joseph Paul; Kameniar, Barbara

2014-10-01

This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996). Participants were interviewed and asked to respond to questions about their cognitive experiences of studying evolutionary biology. Students' responses were analysed using cultural analysis of discourse to construct a cultural model of religious students of science. This cultural model suggests that these students employ a human schema and a non-human schema, which assert that humans are fundamentally different from non-humans in terms of origins and that humans have a transcendental purpose in life. For these students, these maxims seem to be challenged by their belief that evolutionary biology is dictated by metaphysical naturalism. The model suggests that because the existential foundation of these students is challenged, they employ a believing schema to classify their religious explanations and a learning schema to classify evolutionary biology. These schemas are then hierarchically arranged with the learning schema being made subordinate to the believing schema. Importantly, these students are thus able to maintain their existential foundation while fulfilling the requirements of school science. However, the quality of this "learning" is questionable.

Cross-Cultural Learning and Knowledge Transfer between Wetern and African Firms

DEFF Research Database (Denmark)

Kuada, John

2006-01-01

: (1) cultural sensitivity, (2) transfer and learning capacity of partners, and (3) the strategic importance and uniqueness of the relationships. The evidence also highlights the importance of inter-cultural communication skills in the knowledge transfer process...

Mapping epistemic cultures and learning potential of participants in citizen science projects.

Science.gov (United States)

Vallabh, Priya; Lotz-Sisitka, Heila; O'Donoghue, Rob; Schudel, Ingrid

2016-06-01

The ever-widening scope and range of global change and interconnected systemic risks arising from people-environment relationships (social-ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic-cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge-production purposes, ranging from laboratory science to social learning, whereas the epistemic-cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens' engagement in knowledge-production activities varied. The knowledge-production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long-term river health-monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning-led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk. © 2016 Society for

Challenges Experienced by Korean Medical Students and Tutors during Problem-Based Learning: A Cultural Perspective

Science.gov (United States)

Ju, Hyunjung; Choi, Ikseon; Rhee, Byoung Doo; Tae-Lee, Jong

2016-01-01

How people learn is influenced by the cultural contexts in which their learning occurs. This qualitative case study explored challenges Korean medical students and tutors experienced during their PBL sessions from a cultural perspective using Hofstede's cultural dimensions. Twelve preclinical medical students and nine tutors from a large Korean…

When Culture and Learning Styles Matter: A Canadian University with Middle-Eastern Students

Science.gov (United States)

Lemke-Westcott, Tracey; Johnson, Brad

2013-01-01

Transnational branch campuses of universities are a growing phenomenon, particularly in the Middle-East. The cultures of home institutions and host countries are often foreign to each other. The result is a cultural and learning style gap between faculty and students impacting students' learning and teachers' effectiveness. A pilot study of the…

Learning bias, cultural evolution of language, and the biological evolution of the language faculty.

Science.gov (United States)

Smith, Kenny

2011-04-01

The biases of individual language learners act to determine the learnability and cultural stability of languages: learners come to the language learning task with biases which make certain linguistic systems easier to acquire than others. These biases are repeatedly applied during the process of language transmission, and consequently should effect the types of languages we see in human populations. Understanding the cultural evolutionary consequences of particular learning biases is therefore central to understanding the link between language learning in individuals and language universals, common structural properties shared by all the world’s languages. This paper reviews a range of models and experimental studies which show that weak biases in individual learners can have strong effects on the structure of socially learned systems such as language, suggesting that strong universal tendencies in language structure do not require us to postulate strong underlying biases or constraints on language learning. Furthermore, understanding the relationship between learner biases and language design has implications for theories of the evolution of those learning biases: models of gene-culture coevolution suggest that, in situations where a cultural dynamic mediates between properties of individual learners and properties of language in this way, biological evolution is unlikely to lead to the emergence of strong constraints on learning.

Cooperative learning that features a culturally appropriate pedagogy

NARCIS (Netherlands)

Phuong-Mai, Nguyen; Terlouw, C.; Pilot, Albert; Elliott, Julian

2009-01-01

Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be

Shifting workplace behavior to inspire learning: a journey to building a learning culture.

Science.gov (United States)

Schoonbeek, Sue; Henderson, Amanda

2011-01-01

This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment. Copyright 2011, SLACK Incorporated.

Culturally Responsive Contexts: Establishing Relationships for Inclusion

Science.gov (United States)

Berryman, Mere; Ford, Therese; Nevin, Ann; SooHoo, Suzanne

2015-01-01

As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or…

Practicing Culturally Responsive Pedagogy in Physical Education

Science.gov (United States)

Young, Shawna; Sternod, Brandon M.

2011-01-01

As a result of continuous global immigration to the United States, several microcultures coexist within the country. Today's classroom should provide an interface where individuals from different cultural backgrounds have the potential for sharing a rich place of learning--a place where the teacher embraces and celebrates individual differences,…

Marketing Management and Cultural Learning Center: The Case Study of Arts and Cultural Office, Suansunandha Rajabhat University

OpenAIRE

Pirada Techaratpong

2014-01-01

This qualitative research has 2 objectives: to study marketing management of the cultural learning center in Suansunandha Rajabhat University and to suggest guidelines to improve its marketing management. This research is based on a case study of the Arts and Culture Office in Suansunandha Rajabhat University, Bangkok. This research found the Art and Culture Office has no formal marketing management. However, the marketing management is partly covered in the overall bu...

THE MEANING IN THE CULTURE: BASIC CONCEPT TO ORGANIZATIONAL LEARNING

Directory of Open Access Journals (Sweden)

ÁLVARO ENRÍQUEZ MARTÍNEZ

2007-01-01

Full Text Available Based on three key psychological concepts: learning, culture and meaning, the present essay proposes a conceptualbase frame, oriented toward the understanding of development in organizations into current milieu ofcompetitiveness and temporality, of the relationships among people working into them. The organizations whichare typically embedded in a context of values, needs and symbols that made up their cultures, must evolve in orderto face the demands for new developments and change, to which they are forced to. The concept of “meaning of theculture”, is presented as the base over which is build and rooted the organizational learning - in a technical and socialsense. The different types of learning are the ways in which the organizations satisfy the requirements coming fromtheir environments, in front of which must generate knowledge and consequently, new products and services,based on the people that form such organizations. The people that belong and constitutes the organization, incircumstances of temporal cohesion and within temporary working networks, must achieve results and to beadjusted to these new working and organizational facts, developing self-management and autonomy, in order tosignify and get adapted into the cultural tissue.

Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations

Science.gov (United States)

Ferrare, Joseph J.; Hora, Matthew T.

2014-01-01

While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and…

Cultural Speak: Culturally Relevant Pedagogy and Experiential Learning in a Public Speaking Classroom

Science.gov (United States)

Colvin, Janet; Tobler, Nancy

2013-01-01

This study describes the efficacy of modifications made to a higher education Latina/o public speaking course to enhance student growth and understanding. The changes included the addition of a service-learning component and the incorporation of culturally relevant pedagogy. Selected research, particularly related to college students, on…

Ecologies of Learning: How Culture and Context Impact Outcomes of Workplace Literacy and Essential Skills

Science.gov (United States)

Merrifield, Juliet

2012-01-01

Learning always takes place in a particular context and culture, yet educators have tended to focus their attention mainly on the form of learning, its methodology, content and teaching approach. While these can and do affect learning and its results, this paper looks beyond the particulars of the program to explore how the context and culture of…

The significance of 'facilitator as a change agent'--organisational learning culture in aged care home settings.

Science.gov (United States)

Grealish, Laurie; Henderson, Amanda; Quero, Fritz; Phillips, Roslyn; Surawski, May

2015-04-01

To explore the impact of an educational programme focused on social behaviours and relationships on organisational learning culture in the residential aged care context. The number of aged care homes will continue to rise as the frail older elderly live longer, requiring more formal care and support. As with other small- to medium-sized health services, aged care homes are faced with the challenge of continuous development of the workforce and depend upon registered nurses to lead staff development. A mixed-method evaluation research design was used to determine the impact of an educational programme focused on social aspects of learning on organisational learning culture. One hundred and fifty-nine (pre) and 143 (post) participants from three aged care homes completed the Clinical Learning Organisational Culture survey, and three participant-researcher registered nurse clinical educators provided regular journal entries for review. While each site received the same educational programme over a six-month period, the change in organisational learning culture at each site was notably different. Two aged care homes had significant improvements in affiliation, one in accomplishment and one in recognition. The educators' journals differed in the types of learning observed and interventions undertaken, with Eucalyptus focused on organisational change, Grevillea focused on group (student) change and the Wattle focused on individual or situational change. Clinical educator activities appear to have a significant effect on organisational learning culture, with a focus on the organisational level having the greatest positive effect on learning culture and on individual or situational level having a limited effect. Clinical educator facilitation that is focused on organisational rather than individual interests may offer a key to improving organisational learning culture. © 2014 John Wiley & Sons Ltd.

Understanding the Influence of Organizational Culture and Group Dynamics on Organizational Change and Learning

Science.gov (United States)

Lucas, Colleen; Kline, Theresa

2008-01-01

Purpose: The purpose of this study is to investigate the relationship between organizational culture, group dynamics, and organizational learning in the context of organizational change. Design/methodology/approach: A case study was used to examine cultural and group level factors that potentially influence groups' learning in the context of…

The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

Directory of Open Access Journals (Sweden)

Mazlina Baharudin

2016-06-01

Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students

Cross-cultural comparisons of university students' science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-04-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

Environmental Impact: Reinforce a Culture of Continuous Learning with These Key Elements

Science.gov (United States)

Edwards, Brian; Gammell, Jessica

2017-01-01

Fostering a robust professional learning culture in schools is vital for attracting and retaining high-caliber talent. Education leaders are looking for guidance on how to establish and sustain an environment that fosters continuous learning. Based on their experience in helping educators design and implement professional learning systems, the…

Beyond individualism: professional culture and its influence on feedback.

Science.gov (United States)

Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

2013-06-01

Although feedback is widely considered essential to learning, its actual influence on learners is variable. Research on responsivity to feedback has tended to focus on individual rather than social or cultural influences on learning. In this study, we explored how feedback is handled within different professional cultures, and how the characteristics and values of a profession shape learners' responses to feedback. Using a constructivist grounded theory approach, we conducted 12 focus groups and nine individual interviews (with a total of 50 participants) across three cultures of professional training in, respectively, music, teacher training and medicine. Constant comparative analysis for recurring themes was conducted iteratively. Each of the three professional cultures created a distinct context for learning that influenced how feedback was handled. Despite these contextual differences, credibility and constructiveness emerged as critical constants, identified by learners across cultures as essential for feedback to be perceived as meaningful. However, the definitions of credibility and constructiveness were distinct to each professional culture and the cultures varied considerably in how effectively they supported the occurrence of feedback with these critical characteristics. Professions define credibility and constructiveness in culturally specific ways and create contexts for learning that may either facilitate or constrain the provision of meaningful feedback. Comparison with other professional cultures may offer strategies for creating a productive feedback culture within medical education. © 2013 John Wiley & Sons Ltd.

The Cultural Context of Learning in International Joint Ventures.

Science.gov (United States)

Liu, Shimin; Vince, Russ

1999-01-01

A study of Chinese-Western joint business ventures showed that cultural context and different modes of managing and organizing must be considered. Successful joint ventures involve a process of collective, two-way learning. (SK)

How social learning adds up to a culture: from birdsong to human public opinion.

Science.gov (United States)

Tchernichovski, Ofer; Feher, Olga; Fimiarz, Daniel; Conley, Dalton

2017-01-01

Distributed social learning may occur at many temporal and spatial scales, but it rarely adds up to a stable culture. Cultures vary in stability and diversity (polymorphism), ranging from chaotic or drifting cultures, through cumulative polymorphic cultures, to stable monolithic cultures with high conformity levels. What features can sustain polymorphism, preventing cultures from collapsing into either chaotic or highly conforming states? We investigate this question by integrating studies across two quite separate disciplines: the emergence of song cultures in birds, and the spread of public opinion and social conventions in humans. In songbirds, the learning process has been studied in great detail, while in human studies the structure of social networks has been experimentally manipulated on large scales. In both cases, the manner in which communication signals are compressed and filtered - either during learning or while traveling through the social network - can affect culture polymorphism and stability. We suggest a simple mechanism of a shifting balance between converging and diverging social forces to explain these effects. Understanding social forces that shape cultural evolution might be useful for designing agile communication systems, which are stable and polymorphic enough to promote gradual changes in institutional behavior. © 2017. Published by The Company of Biologists Ltd.

Company learning about corporate social responsibility

NARCIS (Netherlands)

Cramer, J.M.

2005-01-01

This article analyses the learning experiences gained by 19 Dutch companies when implementing the concept of corporate social responsibility in their own business practices. It is concluded that learning processes took place at individual level and, in certain cases, at group level. Learning at

A contemporary examination of workplace learning culture: an ethnomethodology study.

Science.gov (United States)

Newton, Jennifer M; Henderson, Amanda; Jolly, Brian; Greaves, Judith

2015-01-01

Creating and maintaining a sustainable workforce is currently an international concern. Extensive literature suggest that students and staff need to be 'engaged', that is they need to interact with the health team if they are to maximise learning opportunities. Despite many studies since the 1970s into what creates a 'good' learning environment, ongoing issues continue to challenge healthcare organisations and educators. A 'good' learning environment has been an intangible element for many professions as learning is hindered by the complexity of practice and by limitations on practitioners' time available to assist and guide novices. This study sought to explore the nature of the learning interactions and experiences in clinical nursing practice that enhance a 'good' workplace learning culture for both nursing students and qualified nurses. An ethnomethodology study. A range of clinical settings in Victoria and Queensland, Australia. Students and registered nurses (n=95). Fieldwork observations were carried out on student nurses and registered nurses, followed by an individual interview with each participant. An iterative approach to analysis was undertaken; field notes of observations were reviewed, interviews transcribed verbatim and entered into NVivo10. Major themes were then extracted. Three central themes: learning by doing, navigating through communication, and 'entrustability', emerged providing insights into common practices potentially enhancing or detracting from learning in the workplace. Students' and registered nurses' learning is constrained by a myriad of interactions and embedded workplace practices, which can either enhance the individual's opportunities for learning or detract from the richness of affordances that healthcare workplace settings have to offer. Until the culture/or routine practices of the healthcare workplace are challenged, the trust and meaningful communication essential to learning in practice, will be achievable only

Organizational structure and continuous improvement and learning: Moderating effects of cultural endorsement of participative leadership

OpenAIRE

Xiaowen Huang; Joseph C Rode; Roger G Schroeder

2011-01-01

Building upon the culturally endorsed implicit theory of leadership, we investigated the moderating effects of national culture on the relationship between organizational structure and continuous improvement and learning. We propose that the relationship between organic organizations (characterized by flat, decentralized structures with a wide use of multifunctional employees) and continuous improvement and learning will be stronger when national cultural endorsement for participative leaders...

Understanding and Influencing Teaching and Learning Cultures at University: A Network Approach

Science.gov (United States)

Roxa, Torgny; Martensson, Katarina; Alveteg, Mattias

2011-01-01

Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and…

Culture and cooperation: cooperative learning in Asian Confucian heritage cultures. The case of Viet Nam

OpenAIRE

Nguyen, P.M.

2008-01-01

The study is concerned with the influence of western educational approaches upon non-western societies and cultural groups. In applying western educational approaches, often a detailed consideration of its consequences to the culture and heritage of a non-western civilization is neglected. This is both the case of a multicultural classroom where students come from different backgrounds and the case of homogeneous classroom in non-western countries where the western teaching and learning appro...

Influence of feedback characteristics on perceived learning value of feedback in clerkships : does culture matter?

NARCIS (Netherlands)

Suhoyo, Yoyo; Van Hell, Elisabeth A.; Kerdijk, Wouter; Emilia, Ova; Schonrock-Adema, Johanna; Kuks, Jan B. M.; Cohen-Schotanus, Janke

2017-01-01

Background: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on

Influence of feedback characteristics on perceived learning value of feedback in clerkships : does culture matter?

NARCIS (Netherlands)

Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke

2017-01-01

BACKGROUND: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on

Individual and culture-level components of survey response styles: A multi-level analysis using cultural models of selfhood.

Science.gov (United States)

Smith, Peter B; Vignoles, Vivian L; Becker, Maja; Owe, Ellinor; Easterbrook, Matthew J; Brown, Rupert; Bourguignon, David; Garðarsdóttir, Ragna B; Kreuzbauer, Robert; Cendales Ayala, Boris; Yuki, Masaki; Zhang, Jianxin; Lv, Shaobo; Chobthamkit, Phatthanakit; Jaafar, Jas Laile; Fischer, Ronald; Milfont, Taciano L; Gavreliuc, Alin; Baguma, Peter; Bond, Michael Harris; Martin, Mariana; Gausel, Nicolay; Schwartz, Seth J; Des Rosiers, Sabrina E; Tatarko, Alexander; González, Roberto; Didier, Nicolas; Carrasco, Diego; Lay, Siugmin; Nizharadze, George; Torres, Ana; Camino, Leoncio; Abuhamdeh, Sami; Macapagal, Ma Elizabeth J; Koller, Silvia H; Herman, Ginette; Courtois, Marie; Fritsche, Immo; Espinosa, Agustín; Villamar, Juan A; Regalia, Camillo; Manzi, Claudia; Brambilla, Maria; Zinkeng, Martina; Jalal, Baland; Kusdil, Ersin; Amponsah, Benjamin; Çağlar, Selinay; Mekonnen, Kassahun Habtamu; Möller, Bettina; Zhang, Xiao; Schweiger Gallo, Inge; Prieto Gil, Paula; Lorente Clemares, Raquel; Campara, Gabriella; Aldhafri, Said; Fülöp, Márta; Pyszczynski, Tom; Kesebir, Pelin; Harb, Charles

2016-12-01

Variations in acquiescence and extremity pose substantial threats to the validity of cross-cultural research that relies on survey methods. Individual and cultural correlates of response styles when using 2 contrasting types of response mode were investigated, drawing on data from 55 cultural groups across 33 nations. Using 7 dimensions of self-other relatedness that have often been confounded within the broader distinction between independence and interdependence, our analysis yields more specific understandings of both individual- and culture-level variations in response style. When using a Likert-scale response format, acquiescence is strongest among individuals seeing themselves as similar to others, and where cultural models of selfhood favour harmony, similarity with others and receptiveness to influence. However, when using Schwartz's (2007) portrait-comparison response procedure, acquiescence is strongest among individuals seeing themselves as self-reliant but also connected to others, and where cultural models of selfhood favour self-reliance and self-consistency. Extreme responding varies less between the two types of response modes, and is most prevalent among individuals seeing themselves as self-reliant, and in cultures favouring self-reliance. As both types of response mode elicit distinctive styles of response, it remains important to estimate and control for style effects to ensure valid comparisons. © 2016 International Union of Psychological Science.

Learning to bridge the gap between adaptive management and organisational culture

Directory of Open Access Journals (Sweden)

Richard J. Stirzaker

2011-05-01

Full Text Available Adaptive management is the problem-solving approach of choice proposed for complex and multistakeholder environments, which are, at best, only partly predictable. We discuss the implications of this approach as applicable to scientists, who have to overcome certain entrained behaviour patterns in order to participate effectively in an adaptive management process. The challenge does not end there. Scientists and managers soon discover that an adaptive management approach does not only challenge conventional scientific and management behaviour but also clashes with contemporary organisational culture. We explore the shortcomings and requirements of organisations with regard to enabling adaptive management. Our overall conclusion relates to whether organisations are learning-centred or not. Do we continue to filter out unfamiliar information which does not fit our world view and avoid situations where we might fail, or do we use new and challenging situations to reframe the question and prepare ourselves for continued learning? Conservation implications: For an organisation to effectively embrace adaptive management, its mangers and scientists may first have to adapt their own beliefs regarding their respective roles. Instead of seeking certainty for guiding decisions, managers and scientists should acknowledge a degree of uncertainty inherent to complex social and ecological systems and seek to learn from the patterns emerging from every decision and action. The required organisational culture is one of ongoing and purposeful learning with all relevant stakeholders. Such a learning culture is often talked about but rarely practised in the organisational environment.

Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions across Three Continents

Science.gov (United States)

Richter, Thomas; Zelenkauskaite, Asta

2014-01-01

With the on-going "Learning Culture Survey", we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban…

Infant Contingency Learning in Different Cultural Contexts

Science.gov (United States)

Graf, Frauke; Lamm, Bettina; Goertz, Claudia; Kolling, Thorsten; Freitag, Claudia; Spangler, Sibylle; Fassbender, Ina; Teubert, Manuel; Vierhaus, Marc; Keller, Heidi; Lohaus, Arnold; Schwarzer, Gudrun; Knopf, Monika

2012-01-01

Three-month-old Cameroonian Nso farmer and German middle-class infants were compared regarding learning and retention in a computerized mobile task. Infants achieving a preset learning criterion during reinforcement were tested for immediate and long-term retention measured in terms of an increased response rate after reinforcement and after a…

Systemic Analysis of the Cultural Production of a Virtual Learning Community

Directory of Open Access Journals (Sweden)

Germán Alejandro Miranda Díaz

2013-04-01

Full Text Available This paper describes a systemic analysis from the standpoint of activity theory of the cultural emergence of a virtual learning community as a complex system. Three levels of analysis were employed: data mining, visualization of complex systems and analysis of discursive interactions, with the aim of understanding the emerging phenomena of online learning and in order to have the necessary elements to assist in planning the formation of virtual communities in formal settings. This was carried out using six years of activity from 3,324 people from different documentary sources: 9,871,531 CMS records; 1,371,907 from LMS; 67,828 IRC statements; and 27,798 online forum comments. In the process, we observed how action aimed at socialization and discussion of its object evolve into historical-cultural milestones such as the culture of merit as opposed to certification, the division of labor and the process of transition from free software to free culture.

Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

Science.gov (United States)

Khine, Myint Swe; Fisher, Darrell L.

2004-01-01

The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

Evaluating mobile learning practice. Towards a framework for analysis of user-generated contexts with reference to the socio-cultural ecology of mobile learning

Directory of Open Access Journals (Sweden)

Judith Seipold

2011-04-01

Full Text Available Against the conceptual and theoretical background of a socio-culturally orientated approach to mobile learning (Pachler, Bachmair and Cook, 2010, this paper examines the evaluation of user-generated contexts by referring to an example from the use of mobile phones in schools. We discuss how mobile device-related, user- generated contexts around structures, agency and cultural practices might be brought into a fruitful relationship with institution-based learning. And, we provide categories for evaluating the use of mobile devices to generate meaning from and with fragmented and discontinuous media and modes at the interface of learning in formal, institutionalised and informal, self-directed settings. The evaluation criteria build on the framework of a socio-cultural ecology of mobile learning developed by the London Mobile Learning Group.

The Effect of Family and School Cultural Environment Through Self Efficacy on Student Learning Result

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Ely Rizky Amaliyah

2017-11-01

Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.

The development of automaticity in short-term memory search: Item-response learning and category learning.

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Cao, Rui; Nosofsky, Robert M; Shiffrin, Richard M

2017-05-01

In short-term-memory (STM)-search tasks, observers judge whether a test probe was present in a short list of study items. Here we investigated the long-term learning mechanisms that lead to the highly efficient STM-search performance observed under conditions of consistent-mapping (CM) training, in which targets and foils never switch roles across trials. In item-response learning, subjects learn long-term mappings between individual items and target versus foil responses. In category learning, subjects learn high-level codes corresponding to separate sets of items and learn to attach old versus new responses to these category codes. To distinguish between these 2 forms of learning, we tested subjects in categorized varied mapping (CV) conditions: There were 2 distinct categories of items, but the assignment of categories to target versus foil responses varied across trials. In cases involving arbitrary categories, CV performance closely resembled standard varied-mapping performance without categories and departed dramatically from CM performance, supporting the item-response-learning hypothesis. In cases involving prelearned categories, CV performance resembled CM performance, as long as there was sufficient practice or steps taken to reduce trial-to-trial category-switching costs. This pattern of results supports the category-coding hypothesis for sufficiently well-learned categories. Thus, item-response learning occurs rapidly and is used early in CM training; category learning is much slower but is eventually adopted and is used to increase the efficiency of search beyond that available from item-response learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Recognizing Our Cultural Biases as Counsellor Supervisors: A Reflective Learning Approach

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Brinson, Jesse A.

2004-01-01

This article encourages supervisors, in general, and counsellor supervisors, in particular, to engage in reflective learning as a way to identify their cultural biases. Awareness of counsellor bias has been addressed by ethical standards outlined for professional helpers. This article presents reflective learning as a potentially useful strategy…

Impact of Learning Organization Culture on Performance in Higher Education Institutions

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Ponnuswamy, Indra; Manohar, Hansa Lysander

2016-01-01

In this paper, an adapted version of the Dimensions of Learning Organization Questionnaire (DLOQ) was employed to investigate the perception of academic staff on learning organization culture in Indian higher education institutions. The questionnaire was sent to 700 faculty members of different universities using a non-probability purposive…

The Impact of Cultural Dimensions on Islamic Students’ Attitude Towards Problem-Based Learning

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Esti Zaduqisti

2016-06-01

Full Text Available The current study aims to examine the impact of cultural dimensions (i.e., collectivism, power distance, uncertainty avoidance, and masculinity on students’ attitude towards problem-based learning. The design of the current study was a correlational survey, wherein participants were recruited by means of a convenient sampling. Inspection of a multiple regression analysis (N = 549 revealed that collectivism and masculinity positively corresponded with the attitudes. In particular, we found that that the higher the level of collectivism and masculinity, the more students supported the implementation of problem-based learning. In contrast, uncertainty avoidance was negatively related to the attitude in such a way that the higher this cultural dimension, the less students supported problem-based learning. Power distance was the only predictor that did not significantly predict students’ attitude towards problem-based learning. These findings overall suggest the importance of taking into account the characteristics of norms and values people hold within a country that might contribute to the success, feasibility, and  suitability of problem-based learning. Theoretical implications and study limitations of the current findings are discussed, as are practical strategies highlighting on how to deal with cultural potentials and pitfalls in an attempt to promote problem-based learning.

Learning Culture, Line Manager and HR Professional Practice

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Harrison, Patricia

2011-01-01

Purpose: This paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner. Design/methodology/approach: Three-year longitudinal, matched-pair study involving five participants and their line managers. Findings: Two of the five participants experienced…

Linking culture, organizational, learning orientation and product innovation performance: the case of Ethiopian manufacturing firms

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Beyene, K. T.

2016-05-01

Full Text Available Using formal survey data from textile and leather product manufacturing firms in Ethiopia, we investigate how the current national cultural setup (power distance, collectivism, masculinity and uncertainty avoidance is affecting organizational learning, orientation and product innovation performance. Further, we assess the moderating role of sector and ownership structure on the interrelationship. The result demonstrates that the current national culture setup is negatively affecting the learning and innovation activities of the firms in the country. It also shows that while sector type is neutral, ownership type significantly affects the interrelationship among culture, learning orientation and product innovation performance.

Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

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Harper, Susan G.

2017-01-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…

Culturally Responsive: Art Education in a Global Era

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Lai, Alice

2012-01-01

Facing the era of globalization, culturally responsive art teachers must recognize that students' home culture, including local artistic expression, is inevitably influenced by global forces. They should strive to engage with students systems and issues of globalization and its impact on their community culture and art. In this article, the author…

Culturally Responsive Pedagogy: Reflections on Mentoring by Educational Leadership Candidates

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Genao, Soribel

2016-01-01

Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and…

Learning and transition in a culture of professional identities

DEFF Research Database (Denmark)

Hasse, Cathrine

2008-01-01

It has been argued that in higher education academic disciplines can be seen as communities of practices. This implies a focus on what constitutes identities in academic culture. In this article I argue that the transition from newcomer to a full participant in a community of practice of physicists...... entails a focus on how identities emerge in learning how to highlight certain aspects of personal life histories. The analysis of interviews with 55 physicists shows that physicists often perceive experiences in their childhood as the first step into their professional identities as physicists...... ofauthoring" in a physicist culture, which cut across other cultural differences....

The Reciprocal and Correlative Relationship between Learning Culture and Online Education: A Case from Saudi Arabia

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Hamdan, Amani K.

2014-01-01

The purpose of this paper is to build on the insights of educators regarding the relationship between culture and online learning. More specifically, this paper aims to explore the ways in which students' culture of learning is changing as a result of the introduction of various modes of online learning. It also aims to explore the ways in which…

Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools.

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Krupat, Edward; Pololi, Linda; Schnell, Eugene R; Kern, David E

2013-09-01

The culture of academic medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions. The authors selected LAN schools to be geographically diverse and representative of U.S. medical schools. Institutional leaders and faculty representatives from constituent schools met twice yearly for four years (2006-2010), forming a cross-institutional learning community. Through their quarterly listing of institutional activities, schools reported a wide array of actions. Most common were increased faculty development and/or mentoring, new approaches to communication, and adoption of new policies and procedures. Other categories included data collection/management, engagement of key stakeholders, education regarding gender/diversity, and new/expanded leadership positions. Through exit interviews, most participants reported feeling optimistic about maintaining the momentum of change. However, some, especially in schools with leadership changes, expressed uncertainty. Participants reported that they felt that the LAN enabled, empowered, facilitated, and/or caused the reported actions.For others who might want to work toward changing the culture of academic medicine, the authors offer several lessons learned from their experiences with C-Change. Most notably, people, structures, policies, and reward systems must be put into place to support cultural values, and broad-based support should be created in order for changes to persist when inevitable transitions in leadership occur.

A National Sports Institute as a Learning Culture

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Lee, Jessica; Price, Nathan

2016-01-01

Background and purpose: The aim of this study was to describe the learning culture for elite athletes who resided at the Australian Institute of Sport (AIS) from the perspective of the athletes themselves. As a government entity, the AIS is highly regulated by policies and strategies concerning allocation of funding, facilities, services, and…

Study Abroad: Enhanced Learning Experience in Cultural Diversity

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Jaoko, Japheth

2010-01-01

This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

Culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment: A systematic review of qualitative studies.

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Mikkonen, Kristina; Elo, Satu; Kuivila, Heli-Maria; Tuomikoski, Anna-Maria; Kääriäinen, Maria

2016-02-01

Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students' experiences of their learning in the clinical environment. This systematic review aims to identify culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment. The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000-2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review. The culturally and linguistically diverse healthcare students' learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the

Students' Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

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Suardana, I. Nyoman; Redhana, I. Wayan; Sudiatmika, A. A. Istri Agung Rai; Selamat, I. Nyoman

2018-01-01

This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The…

Music lessons: revealing medicine's learning culture through a comparison with that of music

NARCIS (Netherlands)

Watling, C.N.; Driessen, E.; Vleuten, C.P.M. van der; Vanstone, M.; Lingard, L.

2013-01-01

CONTEXT: Research on medical learning has tended to focus on the individual learner, but a sufficient understanding of the learning process requires that attention also be paid to the essential influence of the cultural context within which learning takes place. In this study, we undertook a

Relationships among Organizational Commitment, Job Satisfaction, and Learning Organization Culture in One Korean Private Organization

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Lim, Taejo

2010-01-01

The purpose of this study is to identify dynamic relationships among organizational commitment, job satisfaction, and learning organization culture in a Korean private company. Using a sample of 669 employees from five subsidiaries of a Korean conglomerate, this research found that learning organization culture is moderately and positively related…

Languages in a global world learning for better cultural understanding

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Scott, Jessica; Hinton, Christina

2012-01-01

The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interc

Towards a Culturally Situated Reader Response Theory

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Brooks, Wanda; Browne, Susan

2012-01-01

This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data examples illustrate the four cultural positions middle grade students in our research assumed when…

Management Culture as Part of Organizational Culture in the Context of Corporate Social Responsibility Implementation

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Jolita Vveinhardt

2017-10-01

Full Text Available The article is theoretically based on management culture as part of the formal organizational culture, separately reviewing some of its elements. Expert evaluation organization, process and results of the instrument shaped by the authors and meant for qualitative research are briefly presented. The structure of the instrument is detailed by presenting its component parts and explanations. The research was carried out by interviewing the top managers of two big manufacturing company groups consisting of six enterprises. The article presents passages of an interview with the top managers of the six companies, revealing management culture as part of the formal organizational culture expression aiming to implement corporate social responsibility. It should be emphasized that the companies of both groups are preparing to become socially responsible and this results in the timeliness and importance of the research. Structured interviewing method was applied for the research, and the substantive content of the interview included strategy, organizational structure, rules and regulations, technologies, processes, information systems, control and incentive issues. The results of the research show that in both groups of the manufacturing companies management culture and corporate social responsibility, analysing them in terms of formal organizational culture, are perceived in very narrow aspects and their development is not part of the organizations’ strategic goals. The results of the study suggest that the ideas of corporate social responsibility cannot be implemented in a consistent way unless they are integrated into the formal part of organisational culture which plays an instrumental role.

Cross-Cultural Communication Workshops: Experiential Learning for Living in a Multicultural Society.

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Armour, Monica

1979-01-01

The primary objectives of Cross-Cultural Communication Workshop (CCCW) groups are to increase awareness among participants of the role their cultural backgrounds play in influencing their values, perceptions, and behavior and to help them learn more effective ways of communicating with each other. (Author/EB)

Reflexive photography: an alternative method for documenting the learning process of cultural competence.

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Amerson, Roxanne; Livingston, Wade G

2014-04-01

This qualitative descriptive study used reflexive photography to evaluate the learning process of cultural competence during an international service-learning project in Guatemala. Reflexive photography is an innovative qualitative research technique that examines participants' interactions with their environment through their personal reflections on images that they captured during their experience. A purposive sample of 10 baccalaureate nursing students traveled to Guatemala, where they conducted family and community assessments, engaged in home visits, and provided health education. Data collection involved over 100 photographs and a personal interview with each student. The themes developed from the photographs and interviews provided insight into the activities of an international experience that influence the cognitive, practical, and affective learning of cultural competence. Making home visits and teaching others from a different culture increased students' transcultural self-efficacy. Reflexive photography is a more robust method of self-reflection, especially for visual learners.

Exploring the Effects of Intercultural Learning on Cross-Cultural Adaptation in a Study Abroad Context

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Tsai, Yau

2011-01-01

This study targets Asian students studying abroad and explores the effects of intercultural learning on their cross-cultural adaptation by drawing upon a questionnaire survey. On the one hand, the results of this study find that under the influence of intercultural learning, students respond differently in their cross-cultural adaptation and no…

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

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Kelley, Sybil Schantz

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in

Collaborative learning in a culturally diverse secondary vocational education

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Dr. Rutger van de Sande; Drs. Kennedy Aquilino Tielman; Dr. S. Bolhuis; Prof. dr. Perry den Brok

2010-01-01

Collaborative learning in a culturally diverse secondary vocational education. By K. Tielman (Fontys), P. den Brok (ESoE), S. Bolhuis (Fontys) and R. van de Sande (Fontys) This contribution discusses a descriptive study on the experiences of students and teachers in secondary vocational education

Some Socio-Cultural Realities: Implications for Teaching and Learning.

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Acuna, Jasmin Espiritu

1983-01-01

Discusses three aspects of Philippine culture that affect teaching and learning: (1) social structure; (2) language; and (3) values. Findings from cognitive growth research with Filipino children and adolescents are examined to identify ways of overcoming some sources of difficulties in these areas. (Author/JN)

Learning in a new culture and a multicultural environment

DEFF Research Database (Denmark)

Du, Xiangyun

2006-01-01

This presentation will discuss the issues of learning in a new culture, in a multicultural context, and especially in a problem based and project organized study environment. It will be based on the presenter's study experiences as a foreign student, teaching experiences in different international...... programs, research experiences on some projects on intercultural communication on teaching and learning. It is in hope to share experiences and ideas with the colleagues at RUC so as to develop effective strategies for the future work on these issues....

A Cross-Cultural Comparison of Student Learning Patterns in Higher Education

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Marambe, Kosala N.; Vermunt, Jan D.; Boshuizen, Henny P. A.

2012-01-01

The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European…

E-learning in University: a case of study on cultural heritage

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Salvatore Lorusso

2006-02-01

Full Text Available How much important and fundamental instruments, formation and information methods, different from the traditional ones in the different fields of human and experimental sciences, are today and will be in the future, is highlightened in this article. According to this, some problems typical of our instructive institutions (such as universities, public administrations, factories and their relevant possible solutions are underlined. These solutions can be achieved thanks to the introduction of the "e-learning" i.e. the possibility of learning through the web. It is important to note that the usage of data processing systems and telecom technologies could improve the access to the learning resources and to meet the different requirements. A case that can be considered emblematic, with reference to our specific experience, is represented by the cultural heritage field and by the university teledidactic and telecom courses as "Cultural heritage Operator".

Cultural responses to climate change during the late Holocene.

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deMenocal, P B

2001-04-27

Modern complex societies exhibit marked resilience to interannual-to- decadal droughts, but cultural responses to multidecadal-to-multicentury droughts can only be addressed by integrating detailed archaeological and paleoclimatic records. Four case studies drawn from New and Old World civilizations document societal responses to prolonged drought, including population dislocations, urban abandonment, and state collapse. Further study of past cultural adaptations to persistent climate change may provide valuable perspective on possible responses of modern societies to future climate change.

Cultural Influences on Chinese Students' Asynchronous Online Learning in a Canadian University

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Zhao, Naxin; McDougall, Douglas

2008-01-01

This study explored six Chinese graduate students' asynchronous online learning in a large urban Canadian university. Individual interviews in Mandarin elicited their perceptions of online learning, their participation in it, and the cultural factors that influenced their experiences. In general, the participants had a positive attitude towards…

Women-Centered and Culturally Responsive Heart Health Promotion Among Indigenous Women in Canada.

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Ziabakhsh, Shabnam; Pederson, Ann; Prodan-Bhalla, Natasha; Middagh, Diane; Jinkerson-Brass, Sharon

2016-11-01

Most women in Canada confront a combination of bio-psychosocial factors that put them at risk for cardiovascular disease. The challenge for health planners is to address these factors while contextualizing interventions that meet the specific needs of particular social and cultural groupings. The article will discuss a women-centered, group-based heart health pilot initiative designed to engage with indigenous approaches to healing. The nurse practitioners co-led the group with a representative from the indigenous community to balance women-centered practices with more traditional and culturally appropriate ones. In particular, indigenous processes, such as a Talking Circle, combined with indigenous knowledge/content were integrated into the pilot program. The project was evaluated to investigate its outcomes (how the intervention impacted the participants) and processes (how participants perceived the intervention). Evaluation involved analysis of the Talking Circle's content, a focus group, field observations, and self-completed surveys. Most women made changes regarding their diet, some began physical activities, and others focused on better managing their emotional health. Women viewed the group as successful because it embraced both women-centered and culturally appropriate health promotion practices. The intervention created a culturally safe space for learning and transformation. The findings confirm the need for employing culturally relevant, gender-specific approaches to heart health promotion that are situated in and responsive to community needs. © 2016 Society for Public Health Education.

Thermo-responsive cell culture carrier: Effects on macrophage functionality and detachment efficiency.

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Rennert, Knut; Nitschke, Mirko; Wallert, Maria; Keune, Natalie; Raasch, Martin; Lorkowski, Stefan; Mosig, Alexander S

2017-01-01

Harvesting cultivated macrophages for tissue engineering purposes by enzymatic digestion of cell adhesion molecules can potentially result in unintended activation, altered function, or behavior of these cells. Thermo-responsive polymer is a promising tool that allows for gentle macrophage detachment without artificial activation prior to subculture within engineered tissue constructs. We therefore characterized different species of thermo-responsive polymers for their suitability as cell substrate and to mediate gentle macrophage detachment by temperature shift. Primary human monocyte- and THP-1-derived macrophages were cultured on thermo-responsive polymers and characterized for phagocytosis and cytokine secretion in response to lipopolysaccharide stimulation. We found that both cell types differentially respond in dependence of culture and stimulation on thermo-responsive polymers. In contrast to THP-1 macrophages, primary monocyte-derived macrophages showed no signs of impaired viability, artificial activation, or altered functionality due to culture on thermo-responsive polymers compared to conventional cell culture. Our study demonstrates that along with commercially available UpCell carriers, two other thermo-responsive polymers based on poly(vinyl methyl ether) blends are attractive candidates for differentiation and gentle detachment of primary monocyte-derived macrophages. In summary, we observed similar functionality and viability of primary monocyte-derived macrophages cultured on thermo-responsive polymers compared to standard cell culture surfaces. While this first generation of custom-made thermo-responsive polymers does not yet outperform standard culture approaches, our results are very promising and provide the basis for exploiting the unique advantages offered by custom-made thermo-responsive polymers to further improve macrophage culture and recovery in the future, including the covalent binding of signaling molecules and the reduction of

Learning organisations

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Sabina Jelenc Krašovec

2000-12-01

Full Text Available A vast array of economical, social, political, cultural and other factors influences the transformed role of learning and education in the society, as well as the functioning of local community and its social and communication patterns. The influences which are manifested as global problems can only be successfully solved on the level of local community. Analogously with the society in general, there is a great need of transforming a local community into a learning, flexible and interconnected environment which takes into account different interests, wishes and needs regarding learning and being active. The fundamental answer to changes is the strategy of lifelong learning and education which requires reorganisation of all walks of life (work, free time, family, mass media, culture, sport, education and transforming of organisations into learning organisations. With learning society based on networks of knowledge individuals are turning into learning individuals, and organisations into learning organisations; people who learn take the responsibility of their progress, learning denotes partnership among learning people, teachers, parents, employers and local community, so that they work together to achieve better results.

Organizational culture during the accident response process

International Nuclear Information System (INIS)

Shurberg, D.A.; Haber, S.B.

1992-01-01

A large volume of literature hypothesizes a direct relationship between organizational culture and organizational effectiveness. Culture data have been collected by the authors and others at nuclear power plants (NPPs) and other organizations that demand high reliability. In this paper, the literature and data are used to explore a critical dimension of the accident response process in an NPP: the transition from an anticipatory strategy to an ad hoc strategy. In particular, the effect of organizational culture on the implementation of each of these strategies is examined

Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

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Wang, Yanlin; Crooks, Steven M.

2015-01-01

The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students studying the culture of a foreign language. University students were randomly assigned to one of two experimental conditions that consisted of an…

Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

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Egger, A. E.

2014-12-01

Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

Creating a Learning Culture for Medical Consortia in China.

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He, Guozhong; Chen, Zimin

In China's recent health care reforms, both individuals and organizations have shown an ever-growing desire and demand for new knowledge and skills. A health care delivery system (HCDS) should explore new ways for creating a learning organization (LO) and should organically combine HCDS culture construction with the LO construction to build a cultural atmosphere that is conducive to the development of the LO. This article describes the implementation phase, characteristics, and realization strategy of an HCDS construction for the ultimate purpose of enhancing HCDS cohesion, solidarity, and sustainable development.

Educational Theories, Cultures and Learning: A Critical Perspective. Critical Perspectives on Education

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Daniels, Harry, Ed.; Lauder, Hugh, Ed.; Porter, Jill, Ed.

2011-01-01

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

Addressing Cultural Responsiveness in Consultation: An Empirical Demonstration

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McKenney, Elizabeth L. W.; Mann, Kacee A.; Brown, Danice L.; Jewell, Jeremy D.

2017-01-01

This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management…

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

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Remtulla, Karim A.

2010-01-01

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and…

Leaf swallowing behavior in chimpanzees (Pan troglodytes): biased learning and the emergence of group level cultural differences.

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Huffman, Michael A; Spiezio, Caterina; Sgaravatti, Andrea; Leca, Jean-Baptiste

2010-11-01

Demonstrating the ability to 'copy' the behavior of others is an important aspect in determining whether social learning occurs and whether group level differences in a given behavior represent cultural differences or not. Understanding the occurrence of this process in its natural context is essential, but can be a daunting task in the wild. In order to test the social learning hypothesis for the acquisition of leaf swallowing (LS), a self-medicative behavior associated with the expulsion of parasites, we conducted semi-naturalistic experiments on two captive groups of parasite-free, naïve chimpanzees (Pan troglodytes). Individuals in the group were systematically provided appropriate stimuli (rough hispid leaves) identical to those used by chimpanzees in the wild. Individuals initially responded in a variety of ways, ranging from total aversion to normal chewing and swallowing. Over time, however, the two groups adopted different variants for inserting and folding the leaves in the mouth prior to swallowing them (complete and partial LS), following the specific method spontaneously displayed by the first and primary LS models in their respective groups. These variants were similar to LS displayed by chimpanzees in the wild. Using the option-bias method, we found evidence for social learning leading to group-level biased transmission and group-level stabilization of these two variants. This is the first report on two distinct cultural variants innovated in response to the introduction of natural stimuli that emerged and spread spontaneously and concurrently within two adjacent groups of socially housed primates. These observations support the assertion that LS may reflect a generalized propensity for ingesting rough hispid leaves, which can be socially induced and transmitted within a group. Ingesting an adequate number of these leaves induces increased gut motility, which is responsible for the subsequent expulsion of particular parasite species in the wild

Development and evaluation of a teaching and learning approach in cross-cultural care and antidiscrimination in university nursing students.

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Allen, Jacqui; Brown, Lucinda; Duff, Carmel; Nesbitt, Pat; Hepner, Anne

2013-12-01

Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers. To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students. A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach. The Bachelor of Nursing program in an Australian university. Academics and second year undergraduate nursing students. A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index). The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing. Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study describes an evaluated teaching and learning approach and demonstrates how evaluation

Implicit learning and emotional responses in nine-month-old infants.

Science.gov (United States)

Angulo-Barroso, Rosa M; Peciña, Susana; Lin, Xu; Li, Mingyan; Sturza, Julia; Shao, Jie; Lozoff, Betsy

2017-08-01

To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy.

Comparing the Cultural Dimensions and Learner's Perceived Effectiveness of Online Learning Systems (OLS) among American and Malaysian Learners

OpenAIRE

Seng C. Keng

2018-01-01

With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a suitable measurement to answer the question, “Do culturally different learners perceive OLS effectiveness differently?” The aim of this co...

MOOCocracy: The Learning Culture of Massive Open Online Courses

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Loizzo, Jamie; Ertmer, Peggy A.

2016-01-01

Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse backgrounds, have yet to be viewed from a learning culture perspective. This research used virtual…

Culture and Listeners' Gaze Responses to Stuttering

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Zhang, Jianliang; Kalinowski, Joseph

2012-01-01

Background: It is frequently observed that listeners demonstrate gaze aversion to stuttering. This response may have profound social/communicative implications for both fluent and stuttering individuals. However, there is a lack of empirical examination of listeners' eye gaze responses to stuttering, and it is unclear whether cultural background…

Culturally divergent responses to mortality salience.

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Ma-Kellams, Christine; Blascovich, Jim

2011-08-01

Two experiments compared the effects of death thoughts, or mortality salience, on European and Asian Americans. Research on terror management theory has demonstrated that in Western cultural groups, individuals typically employ self-protective strategies in the face of death-related thoughts. Given fundamental East-West differences in self-construal (i.e., the independent vs. interdependent self), we predicted that members of Eastern cultural groups would affirm other people, rather than defend and affirm the self, after encountering conditions of mortality salience. We primed European Americans and Asian Americans with either a death or a control prime and examined the effect of this manipulation on attitudes about a person who violates cultural norms (Study 1) and on attributions about the plight of an innocent victim (Study 2). Mortality salience promoted culturally divergent responses, leading European Americans to defend the self and Asian Americans to defend other people.

Culturally Responsive Social Skill Instruction for Latino Male Students

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Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

2015-01-01

Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

Fostering Cross-Cultural Understanding Through E-Learning: Russian-American Forum Case-Study.

Directory of Open Access Journals (Sweden)

Ekaterina V. Talalakina

2010-09-01

Full Text Available Abstract— The importance of cross-cultural understanding is accelerated nowadays by globalization and joint efforts of different countries in the face of global challenges. Countries’ educational systems display attempts to incorporate cross-cultural studies in their curricula across all stages of formal learning. Many higher education institutions offer special courses aimed at promoting cross-cultural studies. One of the tools used to facilitate the process is e-learning. The present article examines the case study of an internet-based collaboration between two higher education institutions – State University Higher School of Economics in Russia and Champlain College in the USA – in fostering cross-cultural understanding. The project is based on the study of individualistic and collectivistic values within the framework of two corresponding courses studied at both institutions. The topicality of the study is determined by the growing importance of the cooperation of two countries on the international affairs arena, on the one hand, and the fundamental differences of the countries’ underlying value system, on the other. In particular, a post-soviet Russia is generally viewed as a developing democracy representing the collectivistic end of the value spectrum, whereas the USA is considered as an extreme case of individualistic value system. The comparison and contrast of the two systems conducted simultaneously by the representatives of both cultures (students of the two universities within a specifically built internet forum comprises the base of the project. The case study covers the project’s objectives, its background, the rationale behind its content choice, the design of the e-learning tool, the profile of the participants of the project, its implementation stages and its outcome. The major findings of the case study deal with the process of building cross-cultural awareness, reinforcing students’ analytical skills and

Effects of culture shock and cross-cultural adaptation on learning satisfaction of mainland China students studying in Taiwan

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Shieh, Chich-Jen

2014-11-01

Full Text Available With the national impact of low fertility, the enrollment of higher education in Taiwan is facing a dilemma. To cope with such a problem, the government has actively promoted Mainland China students to study in Taiwan. In addition to enhancing the international competitiveness of domestic universities, cross-strait education, and real academic exchange, it is expected to solve the enrollment shortage of colleges. However, the situations and pressures of Culture Shock, Cross-Cultural Adaptation, and Learning Satisfaction are critical for Mainland China students. Taking Mainland China students who study in Taiwan for more than four months (about a semester as the research participants, a total of 250 questionnaires were distributed and 167 valid ones were retrieved, with a retrieval rate of 67%. The research findings show significant correlations between Cross-Cultural Adaptation and Culture Shock, Culture Shock and Learning Satisfaction, and Cross-Cultural Adaptation and Learning Satisfaction.Debido al impacto de la baja fertilidad en el país, Taiwán afronta un dilema en relación con la inscripción en la enseñanza superior. Para enfrentarse al problema el gobierno ha promovido activamente que estudiantes de la China continental estudien en Taiwán. Además de incrementar la competitividad internacional de las universidades taiwanesas, la formación a ambos lados del estrecho y un verdadero intercambio académico, se espera que ello solucione la escasez de inscripciones en las facultades. Sin embargo, las situaciones y las presiones que generan el choque cultural, la adaptación multicultural y la satisfacción con el aprendizaje resultan críticas para los estudiantes de la China continental. Tomando como muestra de investigación a estudiantes de la China continental que estudian en Taiwán durante más de cuatro meses (aproximadamente un semestre, se distribuyó un total de 250 cuestionarios, de los cuales 167 fueron válidos, con una tasa

The influence of workplace culture on nurses' learning experiences: a systematic review of qualitative evidence.

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Davis, Kate; White, Sarahlouise; Stephenson, Matthew

2016-06-01

A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. The purpose of this review was to critically appraise and synthesize the best available qualitative evidence to understand both the nurses' learning experiences within the workplace and the factors within the workplace culture that influence those learning experiences. Registered and enrolled nurses regulated by a nursing and midwifery board and/or recognized health practitioner regulation agency (or their international equivalent). This review considered studies that described two phenomena of interest: the nurses' learning experience, either within an acute healthcare workplace or a workplace-related learning environment and the influence of workplace culture on the nurses' learning experience (within the workplace or workplace-related learning environment). This review considered studies that included nurses working in an acute healthcare organization within a Western culture. This review considered studies that focused on qualitative evidence and included the following research designs: phenomenological, grounded theory and critical theory. Published and unpublished studies in English from 1980 to 2013 were identified using a three-step search strategy, searching various databases, and included hand searching of the reference lists within articles selected for appraisal. For studies meeting the inclusion criteria, methodological quality was assessed using a standardized checklist from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Qualitative data

Comparing the Cultural Dimensions and Learners' Perceived Effectiveness of Online Learning Systems (OLS) among American and Malaysian Learners

Science.gov (United States)

Keng, Seng C.

2010-01-01

With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a…

Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning

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Seeberg, Vilma; Minick, Theresa

2012-01-01

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university,…

Is the Learning Approach of Students from the Confucian Heritage Culture Problematic?

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Tran, Thi Tuyet

2013-01-01

This article is concerned with the learning style adopted by Asian students who come from a Confucian heritage culture (CHC) such countries as China, Vietnam, Singapore, Korea and Japan are considered countries with Confucian heritage culture (Phuong-Mai et al. 2005). These students are generally viewed as typically passive, unwilling to ask…

Learning Movement Culture: Mapping the Landscape between Physical Education and School Sport

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Ward, Gavin

2014-01-01

This article examines Movement Culture as an approach to support teachers in exploring the integration of Sport as a medium for learning within Physical Education. By avoiding the need to draw clearly defined lines between Physical Education and Sport, Movement Culture embraces both. It acknowledges the need for subject matter in Physical…

Chapter 6: Culture and Learning in the Context of Globalization--Research Directions

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Lam, Wan Shun Eva

2006-01-01

The goal of this chapter is to lay out some new conceptualizations and research directions for understanding the relation of culture and learning in the shifting terrains of globalized economies and media flows, youth cultures, and transnational migration. In a time when young people's experiences and life pathways are increasingly forged in the…

Implementing Safety Cultures in Medicine: What We Learn by Watching Physicians

National Research Council Canada - National Science Library

Hoff, Timothy J; Pohl, Henry; Bartfield, Joel

2005-01-01

.... Key findings that suggest greater contextual barriers to the advancement of learning cultures in residency settings with respect to patient safety include the small number of mistakes and near misses...

Culture: The Missing Concept in Organization Studies.

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Schein, Edgar H.

1996-01-01

Inattention to social systems in organizations has led researchers to underestimate the importance of culture--shared norms, values, and assumptions--in how organizations function. The failure of organizational learning can be understood by examining typical responses to change by members of several broad occupational cultures (operators,…

The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

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Patish, Yelena

2016-01-01

While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

Patterns of Internet Usage: Learning Sphere and the Socio-cultural Context

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Hossein Ebrahimabadi

2009-11-01

Full Text Available In addition to the curriculum and the learning targets, there are some other points –as “the culture of the real life”, “patterns of communication and virtual-life’s experiencing”, and generally “pattern of communication and internet usage”- should be considered in evaluating internet. Applying results of a survey on the impacts of both the web-based and the traditional educational methods on students’ learning and motivation, the present study explores the patterns of internet usage. Research method is experimental, using the t test for independent groups and analyzing multi-variable regression, and some points as the population, method of sampling and data gathering is explained in the article. Results show that there is a meaningful difference between the grades of the test group and the witness group; thus variable of “the internet usage” could predict changes in learning. In other words, supra-usage of internet would decrease learning and curriculum development. However, using internet for scientific and schooling would cause students to correlate their patterns of computer and internet usage. As results show, decline in entertaining usage of internet is related to the socio-cultural context, way and amount of participating in the web, and the quality of virtual learning sphere, rather than the interest or disinterest of the users.

Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment

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Yang, Dazhi; Olesova, Larissa; Richardson, Jennifer C.

2010-01-01

Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived differences of participants from two different cultures on (1) students' participation behaviors; (2)…

Experimental studies of animal social learning in the wild: Trying to untangle the mystery of human culture.

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Hill, Kim

2010-08-01

Here I discuss how studies on animal social learning may help us understand human culture. It is an evolutionary truism that complex biological adaptations always evolve from less complex but related adaptations, but occasionally evolutionary transitions lead to major biological changes whose end products are difficult to anticipate. Language-based cumulative adaptive culture in humans may represent an evolutionary transition of this type. Most of the social learning observed in animals (and even plants) may be due to mechanisms that cannot produce cumulative cultural adaptations. Likewise, much of the critical content of socially transmitted human culture seems to show no parallel in nonhuman species. Thus, with regard to the uniquely human extent and quality of culture, we are forced to ask: Are other species only a few small steps away from this transition, or do they lack multiple critical features that make us the only truly cultural species? Only future research into animal social learning can answer these questions.

Evolutionarily stable learning schedules and cumulative culture in discrete generation models.

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Aoki, Kenichi; Wakano, Joe Yuichiro; Lehmann, Laurent

2012-06-01

Individual learning (e.g., trial-and-error) and social learning (e.g., imitation) are alternative ways of acquiring and expressing the appropriate phenotype in an environment. The optimal choice between using individual learning and/or social learning may be dictated by the life-stage or age of an organism. Of special interest is a learning schedule in which social learning precedes individual learning, because such a schedule is apparently a necessary condition for cumulative culture. Assuming two obligatory learning stages per discrete generation, we obtain the evolutionarily stable learning schedules for the three situations where the environment is constant, fluctuates between generations, or fluctuates within generations. During each learning stage, we assume that an organism may target the optimal phenotype in the current environment by individual learning, and/or the mature phenotype of the previous generation by oblique social learning. In the absence of exogenous costs to learning, the evolutionarily stable learning schedules are predicted to be either pure social learning followed by pure individual learning ("bang-bang" control) or pure individual learning at both stages ("flat" control). Moreover, we find for each situation that the evolutionarily stable learning schedule is also the one that optimizes the learned phenotype at equilibrium. Copyright © 2012 Elsevier Inc. All rights reserved.

Development of an E-Learning Culture in the Australian Army

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Newton, Diane; Ellis, Allan

2007-01-01

For organisations with hierarchical management and training cultures, e-learning provides opportunities for standardising content, delivery, and course management while challenging traditional teacher-student relationships. This research based case study of the Australian Army provided a longitudinal perspective of the diverse factors influencing…

Strategic organisational transformation: The role of learning,leadership and culture

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K. Viljoen

2001-12-01

Full Text Available Today's organisation need to continuously adapts itself to challenges, brought about by modern business environment. This paper argues that leadership, learning and culture play a major role in securing an organisation's ability to face and adapt to these new challenges.

Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs

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Chloe S. Gordon

2017-02-01

Full Text Available Abstract Background Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children’s drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Methods Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews, program evaluation questionnaires completed by children (n = 166, lesson observations completed by teachers (n = 35 observations, and reflective journal entries completed by the researcher (n = 44 entries. A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Results Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students’ life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper

Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs.

Science.gov (United States)

Gordon, Chloe S; Kervin, Lisa K; Jones, Sandra C; Howard, Steven J

2017-02-02

Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic

Using research evidence to inform staff learning needs in cross-cultural communication in aged care homes.

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Gillham, David; De Bellis, Anita; Xiao, Lily; Willis, Eileen; Harrington, Ann; Morey, Wendy; Jeffers, Lesley

2018-04-01

Developed countries worldwide are facing an unprecedented demand for aged care services, with recent migrants of diverse linguistic and cultural backgrounds increasingly recruited as care workers while at the same time there is growing cultural diversity among aged care residents. This situation is compounded by rapidly changing technology and varied educational levels of care workers from diverse backgrounds. The objectives were threefold: to identify staff learning needs to enable them to provide high-quality cross-cultural care; to improve team cohesion; and identify preferred learning approaches. An interpretive qualitative study utilising focus group and interview data informed the development of an education resource. Fifty six care workers from four residential aged care facilities participated in either focus groups or interviews conducted in private meeting rooms within the care facilities. Participants included personal care attendants, registered and clinical nurses, managers, hospitality staff and allied health professionals. Focus group and interview data were categorised and thematically analysed. Data relevant to cross-cultural care, team cohesion and preferred learning approaches informed education resource development, including case studies. Major themes identified the need to promote cultural awareness and understanding, and strategies for cross-cultural care and communication. Themes related to team cohesion demonstrated that staff were already sympathetic and sensitive to cross-cultural issues, and that culturally and linguistically diverse staff add value to the workforce and are supported by the organisation. Staff required clear, uncomplicated education resources to equip them with skills to address problematic cultural situations. Preferred learning approaches varied and highlighted the need for varied educational materials and approaches, as well as time efficient, opportunistic education strategies for the busy workplace. An education

Culture in Hospital Organizations and Cultural Policies for Coordinating Communication and Learning - DOI: 10.3395/reciis.v1i1.45en

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Elói Martins Senhoras

2007-06-01

Full Text Available This article deals with the importance of culture due to its dual strategic characteristics as both a process and a product of interaction, from the perspective of the management and planning of hospital organizations. The cultural changes within a hospital are analyzed through a review of theoretical and practical studies of health organizations, which are understood as relationships brokered by actors in a cultural system, who react to the introduction of mechanisms for participation and communication through mechanisms for learning. Through this discussion, arguments are provided to diversify and deepen the debate about administrative paths associated with communication which can lead to institutional efficiency, by suggesting the creation of communication mechanisms for building incentives in organizational learning and the operationalization of simple criteria for analyzing and revealing the cultures of a hospital organization.

How to Learn Multidisciplinary Design: Biomedical Engineering in Cross Cultural Seminar

OpenAIRE

Shigehiro Hashimoto

2016-01-01

The way to learn multidisciplinary design has been discussed. "Biomedical engineering" is exemplified for multidisciplinary field. "Biomedical Engineering" makes the multidisciplinary research area, which includes biology, medicine, engineering, and others. The cross-cultural student seminars on biomedical engineering have been exemplified as the case studies. In the group work, students are divided into the small cross cultural groups. Each group finds a problem, methods to solve the problem...

How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament.

Science.gov (United States)

Rendell, L; Boyd, R; Enquist, M; Feldman, M W; Fogarty, L; Laland, K N

2011-04-12

Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base.

How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament

Science.gov (United States)

Rendell, L.; Boyd, R.; Enquist, M.; Feldman, M. W.; Fogarty, L.; Laland, K. N.

2011-01-01

Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base. PMID:21357234

Building Learning Culture Towards A Learning Organization to Empower Employee’s Knowledge

Directory of Open Access Journals (Sweden)

Maryani Maryani

2010-12-01

Full Text Available This paper contains the application of knowledge management in PT Unilever to create a learning culture within the organization. Which consists of: knowledge sharing, informal sharing, online sharing and other sources. With the implementation of cultural sharing between employees, the module is already owned by PT Unilever as many as 250 modules. With the application of Knowledge Management PT Unilever awarded a global level, the Most Admired Knowledge Enterprise (MAKE Award in the year 2005-2007 to the level of Indonesia and 2008 for the Asian level. In the end, knowledge-owned companies, creating a good performance by individuals or companies, and will create sustainable growth for the company. Sustainable growth is what is expected by the whole company in running its business activities. 

Cultures differ in the ability to enhance affective neural responses.

Science.gov (United States)

Varnum, Michael E W; Hampton, Ryan S

2017-10-01

The present study (N = 55) used an event-related potential paradigm to investigate whether cultures differ in the ability to upregulate affective responses. Using stimuli selected from the International Affective Picture System, we found that European-Americans (N = 29) enhanced central-parietal late positive potential (LPP) (400-800 ms post-stimulus) responses to affective stimuli when instructed to do so, whereas East Asians (N = 26) did not. We observed cultural differences in the ability to enhance central-parietal LPP responses for both positively and negativelyvalenced stimuli, and the ability to enhance these two types of responses was positively correlated for Americans but negatively for East Asians. These results are consistent with the notion that cultural variations in norms and values regarding affective expression and experiences shape how the brain regulates emotions.

Culture and Loss: A Project of Self-Reflection.

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Lewis, Marsha L.

1998-01-01

Describes a learning activity that stimulates recollection of nursing students' experiences of loss and grief, helping them examine personal responses, recognize cultural differences in responses, and develop skills for caring for those who are grieving. (SK)

Shared Values and Socio-Cultural Norms: E-Learning Technologies from a Social Practice Perspective

Science.gov (United States)

Shih, Patti; Velan, Gary M.; Shulruf, Boaz

2017-01-01

From a perspective of social practice, learning is a socially constituted practice that is imbued with socio-culturally significant meanings and shaped by the values and norms shared within a community of learners. This focus group study examines the role of e-learning technologies in mediating the social practice of learning among coursework…

Evaluating the Clinical Learning Environment: Resident and Fellow Perceptions of Patient Safety Culture.

Science.gov (United States)

Bump, Gregory M; Calabria, Jaclyn; Gosman, Gabriella; Eckart, Catherine; Metro, David G; Jasti, Harish; McCausland, Julie B; Itri, Jason N; Patel, Rita M; Buchert, Andrew

2015-03-01

The Accreditation Council for Graduate Medical Education has begun to evaluate teaching institutions' learning environments with Clinical Learning Environment Review visits, including trainee involvement in institutions' patient safety and quality improvement efforts. We sought to address the dearth of metrics that assess trainee patient safety perceptions of the clinical environment. Using the Hospital Survey on Patient Safety Culture (HSOPSC), we measured resident and fellow perceptions of patient safety culture in 50 graduate medical education programs at 10 hospitals within an integrated health system. As institution-specific physician scores were not available, resident and fellow scores on the HSOPSC were compared with national data from 29 162 practicing providers at 543 hospitals. Of the 1337 residents and fellows surveyed, 955 (71.4%) responded. Compared with national practicing providers, trainees had lower perceptions of patient safety culture in 6 of 12 domains, including teamwork within units, organizational learning, management support for patient safety, overall perceptions of patient safety, feedback and communication about error, and communication openness. Higher perceptions were observed for manager/supervisor actions promoting patient safety and for staffing. Perceptions equaled national norms in 4 domains. Perceptions of patient safety culture did not improve with advancing postgraduate year. Trainees in a large integrated health system have variable perceptions of patient safety culture, as compared with national norms for some practicing providers. Administration of the HSOPSC was feasible and acceptable to trainees, and may be used to track perceptions over time.

Designing an E-Learning Application to Facilitate Health Care Professionals' Cross-Cultural Communication.

Science.gov (United States)

Balasubramaniam, Nagadivya; Kujala, Sari; Ayzit, Dicle; Kauppinen, Marjo; Heponiemi, Tarja; Hietapakka, Laura; Kaihlanen, Anu

2018-01-01

In recent times, health care professionals (HCP) have come across a number of migrants as their patients. The cultural differences lead to communicational challenges between the migrant patients and health care professionals. Our project aimed to discover HCPs' attitudes, challenges and needs on cross-cultural communication, so that we can develop an e-learning solution that would be helpful for them. By conducting interviews with HCPs, we identified five crucial categories of problems and the current solutions that experienced professionals use to tackle those problems. These interviews also helped us in understanding the motivational factors of HCPs, when using e-learning application. Health care professionals prefer a focus on examples and themes such as death and pain that they face in their everyday work. Changing attitudes by e-learning application is challenging. However, e-learning was recognized as a flexible way for supporting traditional training with HCPs who are busy at work most of the time.

Implementing a learning technology strategy: top–down strategy meets bottom–up culture

Directory of Open Access Journals (Sweden)

Bernard Lisewski

2004-12-01

Full Text Available Using interview-based ‘insider case study' research, this paper outlines why the University of Salford has adopted a Learning Technologies Strategy and examines the factors which are likely to lead to its successful implementation. External reasons for the adoption focused on the need to: respond to ‘increased Higher Education (HE competition', meet student expectations of learning technology use, provide more flexibility and access to the curriculum, address the possible determining effect of technology and establish a Virtual Learning Environment (VLE presence in this ‘particular area of the HE landscape'. Internal drivers centred on the need to: continue a ‘bottom– up' e-learning pilot project initiative, particularly given that a VLE is a ‘complex tool' which requires effective strategic implementation, and promote the idea that learning technology will play an important role in determining the type of HE institution that the University of Salford wishes to become. Likely success factors highlighted the need to: create ‘time and space' for innovation, maintain effective communication and consultation at all levels of the organization, emphasize the operational aspects of the strategy, establish a variety of staff development processes and recognize the negotiatory processes involved in understanding the term ‘web presence' in local teaching cultures. Fundamentally, the paper argues that policy makers should acknowledge the correct ‘cultural configuration' of HE institutions when seeking to manage and achieve organizational change. Thus, it is not just a question of establishing ‘success factors' per se but also whether they are contextualized appropriately within a ‘correct' characterization of the organizational culture.

Predicting and preventing organizational failure: learning, stability and safety culture

International Nuclear Information System (INIS)

Duffey, R.B.

2009-01-01

The physical definition of 'safety culture' is the creation of an organizational and operational structure that places unending emphasis on safety at every level. We propose and prefer the use of the term and the objective of sustaining a 'Learning Environment', where mistakes, outcomes and errors are used as learning vehicles to improve, and we can now define why that is true. Therefore we can manage and quantify safety effectively tracking and analyzing outcomes, using the trends to guide our needed organizational behaviors. (author)

The Effectiveness of Cultural Property and Conservation Learning in Elementary Education and Evaluation of the Contribution of Non-Governmental Organizations

Directory of Open Access Journals (Sweden)

Meltem UÇAR

2014-05-01

Full Text Available A definition of cultural heritage, with its tangible and intangible meanings, encompasses places that are a part of daily life, and brings them into the realm of conservation efforts. In this context, conservation becomes a concern of daily life and means that users of these places must shoulder more responsibility for them. With this in mind, people need to be aware of the values and importance of cultural heritage and their individual role in its conservation. To develop public awareness of conservation of cultural heritage, awareness studies need to begin in childhood education, and in recognition of this, cultural heritage concepts have been included in Turkish primary school education programs. Additionally, a number of awareness studies have been carried out by non-governmental organizations to date. This paper aims to evaluate the concept of cultural heritage in social science programs in elementary education, and discuss the potential contributions to the education system of awareness studies carried out by non-governmental organizations. The first part of the paper deals with the place of the individual in conservation studies, and is followed by cultural heritage learning areas in social science programs in elementary education. The third section examines the results of a survey held to evaluate students’ degrees of learning. The fourth part evaluates some awareness-raising studies carried out by national and international non-governmental organizations. The final part proposes a number of criteria to be considered when attempting to raise cultural heritage education among children.

Safety culture in nuclear installations: Bangladesh perspectives and key lessons learned from major events

International Nuclear Information System (INIS)

Jalil, A.; Rabbani, G.

2002-01-01

Steps necessary to be taken to ensure safety in nuclear installations are suggested. One of the steps suggested is enhancing the safety culture. It is necessary to gain a common understanding of the concept itself, the development stages of safety culture by way of good management practices and leadership for safety culture improvement in the long-term. International topical meetings on safety culture may serve as an important forum for exchange of experiences. From such conventions new initiatives and programmes may crop up which when implemented around the world is very likely to improve safety management and thus boost up the safety culture in nuclear installations. International co-operation and learning are to be prompted to facilitate the sharing of the achievements to face the challenges involved in the management of safety and fixing priorities for future work and identify areas of co-operations. Key lessons learned from some major events have been reported. Present status and future trend of nuclear safety culture in Bangladesh have been dealt with. (author)

Cultural Consensus Theory: Aggregating Continuous Responses in a Finite Interval

Science.gov (United States)

Batchelder, William H.; Strashny, Alex; Romney, A. Kimball

Cultural consensus theory (CCT) consists of cognitive models for aggregating responses of "informants" to test items about some domain of their shared cultural knowledge. This paper develops a CCT model for items requiring bounded numerical responses, e.g. probability estimates, confidence judgments, or similarity judgments. The model assumes that each item generates a latent random representation in each informant, with mean equal to the consensus answer and variance depending jointly on the informant and the location of the consensus answer. The manifest responses may reflect biases of the informants. Markov Chain Monte Carlo (MCMC) methods were used to estimate the model, and simulation studies validated the approach. The model was applied to an existing cross-cultural dataset involving native Japanese and English speakers judging the similarity of emotion terms. The results sharpened earlier studies that showed that both cultures appear to have very similar cognitive representations of emotion terms.

Innovating a constructivist learning model to instill cultural diversity respect into youths in a Thai tourism community

Directory of Open Access Journals (Sweden)

Paranee Srisawad

2016-05-01

The results of the study revealed that, prior to their participation in the study, the youths had low level of cultural diversity respect. In nine months of their learning action, the youths cultivated their respect to the level that they pre-determined. From their learning action, a constructivist learning model was innovated. In the L-CULTURA or the Learn-to-Cultivate Cultures Model, the youths engaged in nine spiraling steps of taking up challenges, checking stocks, planning self-study, searching for new information, sorting the information, conveying the information, getting feedbacks, reflecting on learning experience and creating habits. Community experts and the researchers played roles in scaffolding their learning process as motivators, stimulators, challengers, advisors, resource persons and facilitators.

The Learning Science through Theatre Initiative in the Context of Responsible Research and Innovation

Directory of Open Access Journals (Sweden)

Zacharoula Smyrnaiou

2017-10-01

Full Text Available Fostering Responsible Research and Innovation (RRI is the next big step in the methodological teaching of Science. This is the solution towards an open classroom and innovation system of learning. The school science teaching needs to become more engaging. Science education should be an essential component of a learning continuum not only in classroom, but also for all, from pre- school to active engaged citizenship. "The Learning Science Through Theatre" Initiative creates a network of knowledge and collaboration between different communities by learning about science through other disciplines and learning about other disciplines through science. Forty Three (43 theatrical performances during the school years 2014-2016 were organized by secondary school students (2000 subjects which embed both scientific concepts and cultural/ social elements which are expressed by embodied, verbal interaction and analogies. The methodology constitutes a merging of qualitative, quantitative and grounded theory analysis. The data were classified into categories and they were cross- checked by registrations forms, filled by the teachers. Results show that the acquisition of knowledge is successful with the co- existence of multiple semiotic systems and the theatrical performances are compatible with the principles of RRI.

Organisational Learning: A New Perspective.

Science.gov (United States)

O'Keefe, Ted

2002-01-01

A study of Irish multinational companies identified antecedents to organizational learning: nature of global business, anthropomorphism, dissatisfaction with traditional paradigms, customer-responsive culture, and intellectual capital. The path to the learning organization builds on these antecedents in an environment of innovation focused on…

Adult Learners' Perceptions of the Significance of Culture in Foreign Language Teaching and Learning

Science.gov (United States)

Brooks-Lewis, Kimberly Anne

2014-01-01

Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…

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

NARCIS (Netherlands)

Marambe, Kosala; Vermunt, Jan; Boshuizen, Els

2012-01-01

Marambe, K. N., Vermunt, J. D., & Boshuizen, H. P. A. (2012). A cross-cultural comparison of student learning patterns in higher education. Higher Education, 64(3), 299-316. doi:10.1007/s10734-011-9494-z

A socio-cultural approach to learning in the practice setting.

LENUS (Irish Health Repository)

White, Ciara

2010-11-01

Practice learning is an essential part of the curriculum and accounts for approximately 60% of the current pre-registration nursing programmes in the Republic of Ireland. The nature and quality of the clinical learning environment and the student nurses\\' experience of their practice placements is recognised as being influential in promoting the integration of theory and practice. However, the problem experienced by many learners is how to relate their theoretical knowledge to the situation-at-hand within the practice setting. Socio-cultural or activity theories of learning seek to explain the social nature of learning and propose that knowledge and learning are considered to be contextually situated. Lave and Wenger (1991) argue that learning is integrated with practice and through engagement with a community of practice, by means of sponsorship; students become increasingly competent in their identity as practitioners. This paper examines the changes which have occurred within the pre-registration nursing curriculum in the Republic of Ireland with the transition from the apprenticeship system to the graduate programme, and the resulting reduction in clinical learning hours. It also examines the potential impact on the development of student learning with the implementation of the concepts proposed by Lave and Wenger to learning in the practice setting.

Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-01-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…

Preserving Local Culture through Digital Comics

Directory of Open Access Journals (Sweden)

Tri Mulyati

2018-02-01

Full Text Available Digital environment offers teachers and students with a plethora of information and resources for learning. Nowadays, students who are mostly digital natives are used to utilizing technology in their daily life. This condition should make teachers as technology leaders responsible to provide a good learning environment where the students are involved in their own learning and that best suits to them in in a particular context. Therefore, this study aimed at developing local culture based digital comics for narrative reading comprehension and inserting local culture of Banyuwangi in English language teaching. This study followed the research and development design adapting the pattern developed by Borg and Gall. Based on the result of need analysis administered to students in class VIII of SMPN 1 Kalipuro, Banyuwangi, the product were developed by inserting local culture content into narrative texts in the form of digital comics. The digital comics had two titles: The Dance Competition and The Legend of Banyuwangi. The product was validated by the experts and tried out to the students. The result showed that the local culture based digital comics were applicable to be used in the teaching and learning narrative text reading comprehension.

Meaningful cultural learning by imitative participation: the case of abstract thinking in primary school

NARCIS (Netherlands)

van Oers, B.

2012-01-01

The article describes a theory-driven approach to meaningful learning in primary schools, based on the Vygotskian cultural-historical theory of human development and learning. This approach is elaborated into an educational concept called 'developmental education' that is implemented in the

A View of Professional Learning Communities through Three Frames: Leadership, Organization, and Culture

Science.gov (United States)

Mullen, Carol A.; Schunk, Dale H.

2010-01-01

In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames--leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for…

Impact of a learning circle intervention across academic and service contexts on developing a learning culture.

Science.gov (United States)

Walker, Rachel; Henderson, Amanda; Cooke, Marie; Creedy, Debra

2011-05-01

Partnerships between university schools of nursing and health services lead to successful learning experiences for students and staff. A purposive sample of academics and students from a university school of nursing and clinicians from three health institutions involved in clinical learning (n=73) actively participated in a learning circles intervention conducted over 5 months in south east Queensland. Learning circle discussions resulted in enhanced communication and shared understanding regarding: (1) staff attitudes towards students, expectations and student assessment; (2) strategies enhancing preparation of students, mechanisms for greater support of and recognition of clinicians; (3) challenges faced by staff in the complex processes of leadership in clinical nursing education; (4) construction of learning, ideas for improving communication, networking and sharing; and (5) questioning routine practices that may not enhance student learning. Pre-post surveys of hospital staff (n=310) revealed significant differences across three sub-scales of 'accomplishment' (t=-3.98, pLearning circles can positively enhance organisational learning culture. The intervention enabled participants to recognise mutual goals. Further investigation around staff perception of their influence on their workplace is required. Copyright © 2010 Elsevier Ltd. All rights reserved.

We are on the same boat, but still I am from another culture: the lived experiences of learning in groups

Directory of Open Access Journals (Sweden)

Sandra Kaire

2017-06-01

Full Text Available What does it mean to learn in a group of people from different cultures? How does one encounter people from different cultures when there is no clear ‘quantitative’ domination of any culture? By asking these questions the paper represents a hermeneutic phenomenological study that explores the phenomenon of learning in a culturally diverse group. A phenomenological study is undertaken with young people (18-30 years from different EU countries who participated in learning mobility project European Voluntary Service and had long-term volunteering experience abroad. The research concentrates on the lived moments of vis-à-vis intercultural encounters during learning process in groups. Specifically, through the descriptions of lived experience and phenomenological reflection the paper describes how young people experience self and others while they are learning in culturally diverse groups. Lived experiences of young people lead them into ‘no-man’s land’ (Waldenfels, 2011 where connection and separation simultaneously exist.

Diallel analysis of anther culture response in wheat ( Triticum ...

African Journals Online (AJOL)

The four wheat (Triticum aestivum L.) genotypes differing in their ability to produce embryogenic callus from anther culture were reciprocally crossed and inheritance of anther culture response [callus induction frequency (CIF, %), embryogenic callus induction frequency (ECIF, %), regeneration capacity of callus (RCC, %) ...

Developing International Managers: The Contribution of Cultural Experience to Learning

Science.gov (United States)

Townsend, Peter; Regan, Padraic; Li, Liang Liang

2015-01-01

Purpose: The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach: Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine…

Children's Play and Culture Learning in an Egalitarian Foraging Society

Science.gov (United States)

Boyette, Adam H.

2016-01-01

Few systematic studies of play in foragers exist despite their significance for understanding the breadth of contexts for human development and the ontogeny of cultural learning. Forager societies lack complex social hierarchies, avenues for prestige or wealth accumulation, and formal educational institutions, and thereby represent a contrast to…

Team Psychological Safety and Team Learning: A Cultural Perspective

Science.gov (United States)

Cauwelier, Peter; Ribière, Vincent M.; Bennet, Alex

2016-01-01

Purpose: The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team…

Transient Response Analysis of Metropolis Learning in Games

KAUST Repository

Jaleel, Hassan

2017-10-19

The objective of this work is to provide a qualitative description of the transient properties of stochastic learning dynamics like adaptive play, log-linear learning, and Metropolis learning. The solution concept used in these learning dynamics for potential games is that of stochastic stability, which is based on the stationary distribution of the reversible Markov chain representing the learning process. However, time to converge to a stochastically stable state is exponential in the inverse of noise, which limits the use of stochastic stability as an effective solution concept for these dynamics. We propose a complete solution concept that qualitatively describes the state of the system at all times. The proposed concept is prevalent in control systems literature where a solution to a linear or a non-linear system has two parts, transient response and steady state response. Stochastic stability provides the steady state response of stochastic learning rules. In this work, we study its transient properties. Starting from an initial condition, we identify the subsets of the state space called cycles that have small hitting times and long exit times. Over the long time scales, we provide a description of how the distributions over joint action profiles transition from one cycle to another till it reaches the globally optimal state.

Transient Response Analysis of Metropolis Learning in Games

KAUST Repository

Jaleel, Hassan; Shamma, Jeff S.

2017-01-01

The objective of this work is to provide a qualitative description of the transient properties of stochastic learning dynamics like adaptive play, log-linear learning, and Metropolis learning. The solution concept used in these learning dynamics for potential games is that of stochastic stability, which is based on the stationary distribution of the reversible Markov chain representing the learning process. However, time to converge to a stochastically stable state is exponential in the inverse of noise, which limits the use of stochastic stability as an effective solution concept for these dynamics. We propose a complete solution concept that qualitatively describes the state of the system at all times. The proposed concept is prevalent in control systems literature where a solution to a linear or a non-linear system has two parts, transient response and steady state response. Stochastic stability provides the steady state response of stochastic learning rules. In this work, we study its transient properties. Starting from an initial condition, we identify the subsets of the state space called cycles that have small hitting times and long exit times. Over the long time scales, we provide a description of how the distributions over joint action profiles transition from one cycle to another till it reaches the globally optimal state.

Cross Cultural Analysis of the Use and Perceptions of Web-Based Learning Systems

Science.gov (United States)

Arenas-Gaitan, Jorge; Ramirez-Correa, Patricio E.; Rondan-Cataluna, F. Javier

2011-01-01

The main objective of this paper is to examine cultural differences and technology acceptances from students of two universities, one is from a European country: Spain, and the other is in Latin America: Chile. Both of them provide their students with e-learning platforms. The technology acceptance model (TAM) and Hofstede's cultural dimensions…

Social Presence for Different Tasks and Perceived Learning in Online Hospitality Culture Exchange

Science.gov (United States)

Wang, Mei-jung; Chen, Hsueh Chu

2013-01-01

This study utilized online discussion and project construction tasks to determine the extent of social presence and collaborative learning for hospitality culture exchange. The online culture exchange lasted for 6 weeks from September to November 2011. Forty-four English majors from a hospitality college in Taiwan and an institute of education in…

Cross-Cultural Learning and Mentoring: Autoethnographical Narrative Inquiry with Dr. Malcolm Shepherd Knowles

Science.gov (United States)

Han, Pi-Chi; Henschke, John A.

2012-01-01

Dr. Malcolm Shepherd Knowles popularized andragogy as the theory of adult learning and was referred to as the Father of Adult Education in the United States (US). As his doctoral students, the authors had extensive personal contacts with him. This paper utilizes the method of autoethnography to explore how cross-cultural learning and…

Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities

Science.gov (United States)

Martínez-Álvarez, Patricia

2017-09-01

The field of bilingual special education is currently plagued with contradictions resulting in a serious underrepresentation of emergent bilinguals with learning disabilities in professional science fields. This underrepresentation is due in large part to the fact that educational systems around the world are inadequately prepared to address the educational needs of these children; this inadequacy is rooted in a lack of understanding of the linguistic and cultural factors impacting learning. Accepting such a premise and assuming that children learn in unexpected ways when instructional practices attend to culture and language, this study documents a place-based learning experience integrating geoscience and literacy in a fourth-grade dual language classroom. Data sources include transcribed audio-taped conversations from learning experience sessions and interviews that took place as six focus children, who had been identified as having specific learning disabilities, read published science texts (i.e. texts unaltered linguistically or conceptually to meet the needs of the readers). My analysis revealed that participants generated responses that were often unexpected if solely analyzed from those Western scientific perspectives traditionally valued in school contexts. However, these responses were also full of purposeful and rich understandings that revealed opportunities for expansive learning. Adopting a cultural historical activity theory perspective, instructional tools such as texts, visuals, and questions were found to act as mediators impacting the learning in both activity systems: (a) teacher- researcher learning from children, and (b) children learning from teachers. I conclude by suggesting that there is a need to understand students' ways of knowing to their full complexity, and to deliberately recognize teachers as learners, researchers, and means to expansive learning patterns that span beyond traditional learning boundaries.

From cultural traditions to cumulative culture: parameterizing the differences between human and nonhuman culture.

Science.gov (United States)

Kempe, Marius; Lycett, Stephen J; Mesoudi, Alex

2014-10-21

Diverse species exhibit cultural traditions, i.e. population-specific profiles of socially learned traits, from songbird dialects to primate tool-use behaviours. However, only humans appear to possess cumulative culture, in which cultural traits increase in complexity over successive generations. Theoretically, it is currently unclear what factors give rise to these phenomena, and consequently why cultural traditions are found in several species but cumulative culture in only one. Here, we address this by constructing and analysing cultural evolutionary models of both phenomena that replicate empirically attestable levels of cultural variation and complexity in chimpanzees and humans. In our model of cultural traditions (Model 1), we find that realistic cultural variation between populations can be maintained even when individuals in different populations invent the same traits and migration between populations is frequent, and under a range of levels of social learning accuracy. This lends support to claims that putative cultural traditions are indeed cultural (rather than genetic) in origin, and suggests that cultural traditions should be widespread in species capable of social learning. Our model of cumulative culture (Model 2) indicates that both the accuracy of social learning and the number of cultural demonstrators interact to determine the complexity of a trait that can be maintained in a population. Combining these models (Model 3) creates two qualitatively distinct regimes in which there are either a few, simple traits, or many, complex traits. We suggest that these regimes correspond to nonhuman and human cultures, respectively. The rarity of cumulative culture in nature may result from this interaction between social learning accuracy and number of demonstrators. Copyright © 2014 Elsevier Ltd. All rights reserved.

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

Science.gov (United States)

Zainuba, Mohamed; Rahal, Ahmad

2012-01-01

This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures…

Autonomous Language Learning in Africa: A Mismatch of Cultural Assumptions.

Science.gov (United States)

Sonaiya, Remi

2002-01-01

Questions the global validity of the autonomous method of language learning, which has origins in the European and North American traditions of individualism. Raises the question of appropriateness of the cultural content of educational materials that are alleged to be suitable for global dissemination, with special reference to the Yoruba world…

A Comparison of Learning Cultures in Different Sizes and Types

Science.gov (United States)

Brown, Paula D.; Finch, Kim S.; MacGregor, Cynthia

2012-01-01

This study compared relevant data and information about leadership and learning cultures in different sizes and types of high schools. Research was conducted using a quantitative design with a qualitative element. Quantitative data were gathered using a researcher-created survey. Independent sample t-tests were conducted to analyze the means of…

Physical Education Cultures in Sweden: Fitness, Sports, Dancing … Learning?

Science.gov (United States)

Larsson, Håkan; Karlefors, Inger

2015-01-01

In a significant article from 1993, Crum describes the purpose of physical education (PE) as a "planned introduction into movement culture". In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is…

The Development of a Model of Culturally Responsive Science and Mathematics Teaching

Science.gov (United States)

Hernandez, Cecilia M.; Morales, Amanda R.; Shroyer, M. Gail

2013-01-01

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the…

Examining College Students' Culture Learning before and after Summer Study Abroad in Japan

Science.gov (United States)

Paik, Chie Matsuzawa; Anzai, Shinobu; Zimmerman, Erica

2011-01-01

With study abroad becoming an integral part of the American higher-education curriculum, home-institution instructors face the challenge of understanding the type and content of learning taking place abroad. We report on a study conducted at a service academy on the U.S. East Coast to examine American college students' cultural learning in the…

Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

Science.gov (United States)

Averill, Robin; Anderson, Dayle; Drake, Michael

2015-01-01

Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from…

The role of culture in perceptual learning styles

OpenAIRE

حسینی فاطمی ، پیشقدم حسینی فاطمی ، پیشقدم

2009-01-01

The major aim of this article is to determine the role of culture in perceptual learning style (PLS) preferences of Iranian English learners, in order to minimize teacher-student style conflict in the classroom. To do this, 400 university students from different fields of study were selected from Allameh Tabatabaee University in Tehran, Ferdowsi University of Mashhad and Mashhad University of Medical Sciences. The subjects were asked to answer Reid’s questionnaire (1987) which was designed to...

Beyond individualism: professional culture and its influence on feedback

NARCIS (Netherlands)

Watling, C.N.; Driessen, E.; Vleuten, C.P.M. van der; Vanstone, M.; Lingard, L.

2013-01-01

CONTEXT: Although feedback is widely considered essential to learning, its actual influence on learners is variable. Research on responsivity to feedback has tended to focus on individual rather than social or cultural influences on learning. In this study, we explored how feedback is handled within

Learning Cultures

DEFF Research Database (Denmark)

Rasmussen, Lauge Baungaard

1998-01-01

the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules.......the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules....

What Videogame Making Can Teach Us about Literacy and Learning: Alternative Pathways into Participatory Culture

Science.gov (United States)

Peppler, Kylie A.; Kafai, Yasmin B.

2007-01-01

In this paper we articulate an alternative approach to look at video games and learning to become a creator and contributor in the digital culture. Previous discussions have focused mostly on playing games and learning. Here, we discuss game making approaches and their benefits for illuminating game preferences and learning both software design…

Towards a Cross-Cultural Understanding of Ageing and Learning by Senior Adults in Hong Kong and Australia

Science.gov (United States)

Tam, Maureen

2017-01-01

Ageing and learning are value-laden concepts that are culturally relevant. Culture plays an important role in influencing what people think, resulting in different views and understandings by people from diverse cultural backgrounds. In the literature, there have been research and discussions relating culture with ageing and culture with learning…

The effect of cultural interaction on cumulative cultural evolution.

Science.gov (United States)

Nakahashi, Wataru

2014-07-07

Cultural transmission and cultural evolution are important for animals, especially for humans. I developed a new analytical model of cultural evolution, in which each newborn learns cultural traits from multiple individuals (exemplars) in parental generation, individually explores around learned cultural traits, judges the utility of known cultural traits, and adopts a mature cultural trait. Cultural evolutionary speed increases when individuals explore a wider range of cultural traits, accurately judge the skill level of cultural traits (strong direct bias), do not strongly conform to the population mean, increase the exploration range according to the variety of socially learned cultural traits (condition dependent exploration), and make smaller errors in social learning. Number of exemplars, population size, similarity of cultural traits between exemplars, and one-to-many transmission have little effect on cultural evolutionary speed. I also investigated how cultural interaction between two populations with different mean skill levels affects their cultural evolution. A population sometimes increases in skill level more if it encounters a less skilled population than if it does not encounter anyone. A less skilled population sometimes exceeds a more skilled population in skill level by cultural interaction between both populations. The appropriateness of this analytical method is confirmed by individual-based simulations. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Teaching Artist as Cultural Learning Entrepreneur: An Introductory Conceptualization

Science.gov (United States)

Chemi, Tatiana

2015-01-01

In the field of teaching artists a new professional profile might be arising: the cultural learning entrepreneur. Compelled by European standards for business and social innovation, the new role is in search of identity and shared understanding. In the present article, the author presents a network project, funded by the European Community, which…

International Service-Learning: Ethics in Cross-Cultural Partnerships

Directory of Open Access Journals (Sweden)

Kim Jones

2012-04-01

Full Text Available All study abroad courses require the development of productive cross-cultural relationships. Working with local service providers from diverse cultural backgrounds, such as tour guides, hotel managers, and bus drivers, can be demanding work. However, these commercial relationships are reasonably well defined in terms of consumers and vendors of services. On the other hand, the collaboration and shared goals necessary for engaging in direct service abroad require the development of meaningful partnerships that extend beyond commercial interactions. Ethical partnerships are complicated by unequal power dynamics, different cultural expectations of reciprocity, and culturally specific understandings of relationship duration. The goal of this study is to identify divergent expectations amongst students providing the service, local service coordinators, and recipients of the service. An open-ended interview guide was developed for students and collaborators in three short-term international service-learning courses. Students wrote responses regarding their perceptions of the need for the project and the impact on all participants. Similar questions were asked of local service coordinators and members of the community in face-to-face interviews. This provided insight into the variety of perceptions of needs and outcomes. We argue that the process of aligning of mutual and individual goals and perceptions is integral to ascertaining informed consent for the participation of students, partner organizations, and community members in ISL programs. Furthermore, in striving for informed consent, the development of ethical, sensitive, and reciprocal ISL partnerships can be promoted. While it was not possible to obtain data from all groups in all three courses, this exploratory, qualitative investigation offered meaningful opportunities to maintain and further develop equitable relationships and to clarify expectations for future collaborations and coursework

Influence of Demographic Factors and Ownership Type upon Organizational Learning Culture in Chinese Enterprises

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Wang, Xiaohui; Yang, Baiyin; McLean, Gary N.

2007-01-01

This empirical study, using Western concepts incorporated into the Dimension of Learning Organization Questionnaire (DLOQ) instrument and data collected from 919 employees in nine companies located in Guangdong Province, China, explored organizational learning culture in Chinese business settings. Findings suggest that the DLOQ is applicable to…

When seeds are scarce: Globalization and the responses of three cultures

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Rhoades, Robert E.

2004-01-01

The objectives of this presentation are to describe three cultures' experiences with globalization and traditional plant loss; present and compare three projects interfacing repatriation and in situ conservation and to glean lessons learned from local people and projects.

A Framework to Support Global Corporate M-Learning: Learner Initiative and Technology Acceptance across Cultures

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Farrell, Wendy

2015-01-01

Corporations are growing more and more international and accordingly need to train and develop an increasingly diverse and dispersed employee based. M-learning seems like it may be the solution if it can cross cultures. Learner initiative has been shown to be a disadvantage of distant learning environments, which would include m-learning.…

Learning Social Responsibility in Schools: A Restorative Practice

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Macready, Tom

2009-01-01

Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

Preparing culture change agents for academic medicine in a multi-institutional consortium: the C - change learning action network.

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Pololi, Linda H; Krupat, Edward; Schnell, Eugene R; Kern, David E

2013-01-01

Research suggests an ongoing need for change in the culture of academic medicine. This article describes the structure, activities and evaluation of a culture change project: the C - Change Learning Action Network (LAN) and its impact on participants. The LAN was developed to create the experience of a culture that would prepare participants to facilitate a culture in academic medicine that would be more collaborative, inclusive, relational, and that supports the humanity and vitality of faculty. Purposefully diverse faculty, leaders, and deans from 5 US medical schools convened in 2 1/2-day meetings biannually over 4 years. LAN meetings employed experiential, cognitive, and affective learning modes; innovative dialogue strategies; and reflective practice aimed at facilitating deep dialogue, relationship formation, collaboration, authenticity, and transformative learning to help members experience the desired culture. Robust aggregated qualitative and quantitative data collected from the 5 schools were used to inform and stimulate culture-change plans. Quantitative and qualitative evaluation methods were used. Participants indicated that a safe, supportive, inclusive, collaborative culture was established in LAN and highly valued. LAN members reported a deepened understanding of organizational change, new and valued interpersonal connections, increased motivation and resilience, new skills and approaches, increased self-awareness and personal growth, emotional connection to the issues of diversity and inclusion, and application of new learnings in their work. A carefully designed multi-institutional learning community can transform the way participants experience and view institutional culture. It can motivate and prepare them to be change agents in their own institutions. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical

Performing Our World: Affirming Cultural Diversity through Music Education

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Hoffman, Adria R.

2012-01-01

This article describes a culturally responsive music curriculum through which students and teachers affirmed diverse stories of individuals present in our public school community. An arts-integrated curriculum project helped make learning more meaningful while concurrently creating a safe learning space for students. This grant-funded project…

A Qualitative Analysis of Pesantren Educational Management: School Culture and Leadership of a Professional Learning Community

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Nyimas Mu'azzomi

2017-12-01

Full Text Available The purpose of this paper is to explore supportive and shared leadership structures at one Indonesian Islamic boarding school (Pesantren as a function of school culture policies and procedures in a professional learning community in the disctrict. A qualitative study was conducted at one Pesantren located in Jambi, an Indonesian province in west part of Sumatra island. We interviewed three administrators and five teachers to get in-depth information about the purpose of this paper. The interview transcriptions were translated, coded, divided into themes, and elaborated in the findings of the paper. The findings of study conclude that Pesantren leaders in the perspective of the participants must provide supportive and shared leadership structures for teachers in order to create positive cultures and effective a professional learning community for the development of the Pesantren. Leaders of the Pesantren must directly cooperate with teaching staff to provide policies and procedures for teachers in the leadership structure to directly impact school improvement through professional learning community collaborative attempts. This study was conducted based on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. This study is significant to the community as specific cases informing educational leaders especially in Islamic education on mechanisms that may be leveraged to ensure successful implementation of policies and procedures on the leadership and school culture of a professional learning community literature.

Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

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Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

2017-01-01

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…

Towards Cultural Responsiveness in Music Instruction with Black Detained Youth: An Analytic Autoethnography

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Thompson, Jason D.

2015-01-01

There is an increased interest in music instruction and research with incarcerated populations. Amid this attention is a need to learn more about how music teachers develop competencies for working with juvenile offenders and navigate this unfamiliar context, how they come to learn more about culturally diverse music, and how they become aware of…

A cross-cultural validation of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in Turkey and the USA

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Welch, Anita G.; Cakir, Mustafa; Peterson, Claudette M.; Ray, Chris M.

2012-04-01

Background . Studies exploring the relationship between students' achievement and the quality of the classroom learning environments have shown that there is a strong relationship between these two concepts. Learning environment instruments are constantly being revised and updated, including for use in different cultures, which requires continued validation efforts. Purpose The purpose of this study was to establish cross-cultural reliability and validity of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in both Turkey and the USA. Sample Approximately 980 students attending grades 9-12 in Turkey and 130 students attending grades 9-12 in the USA participated in the study. Design and method Scale reliability analyses and confirmatory factor analysis (CFA) were performed separately for Turkish and US participants for both actual and preferred responses to each scale to confirm the structure of the TROFLEI across these two distinct samples. Results Cronbach's alpha reliability coefficients, ranging from α = 0.820 to 0.931 for Turkish participants and from α = 0.778 to 0.939 for US participants, indicated that all scales have satisfactory internal consistency for both samples. Confirmatory factor analyses resulted in evidence of adequate model fit across both samples for both actual and preferred responses, with the root mean square error of approximation ranging from 0.052 to 0.057 and the comparative fit index ranging from 0.920 to 0.982. Conclusions This study provides initial evidence that the TROFLEI is valid for use in both the Turkish and US high-school populations (grades 9-12). However, the psychometric properties should be examined further with different populations, such as middle-school students (grades 6-8).

Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

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Samo, Damianus Dao; Darhim; Kartasasmita, Bana G.

2018-01-01

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department;…