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E-quipped to serve : delivering holistic Christian mission training through e-learningWiseman, L. Kate January 2015 (has links)
Developments in Information and Communication Technologies are rapidly breaking down the barriers of time and place that may have previously limited learning to those able to access campus-based programmes. Distance learning, or e-learning, offers exciting opportunities to cross cultural borders and open up the world of education in ways inconceivable even a few years ago. This study considered how e-learning can be used to effectively deliver training to those involved in Christian mission work. Holistic mission training aims to equip the whole person head, heart and hands for Christian service, especially in cross-cultural contexts. Particularly in the Western world, this training has traditionally taken place within face-to-face learning communities, with e-learning s place as a delivery mode being a matter for debate. The research set out to identify and define the key criteria required for the effective delivery of holistic mission training through e-learning and conceptualise those criteria within a framework. A multimethod research design was adopted combining qualitative and quantitative data collection techniques. A systematic literature review was carried out to identify and define the key criteria for effective mission training and effective e-learning and the main challenges in delivering mission training through e-learning, along with potential solutions. Further criteria were found through action research to develop and evaluate a programme of holistic mission training delivered through e-learning. The study contributes to knowledge by identifying for the first time the elements, factors and conditions that can enable holistic mission training to be delivered effectively through e-learning and setting them within a framework to facilitate the development and evaluation of e-learning programmes. The findings highlight principles applicable to different learning situations, cultures and technologies and are largely transferable to other disciplines.
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Elements of Expatriate Adjustment in Host Country OrganizationsSchickel, Denise Suzanne 01 January 2018 (has links)
Globalization and international business increasingly require the services of skilled expatriates in overseas offices. Over the past 50 years, numerous studies have focused on various factors affecting expatriate adjustment, primarily through quantitative research, reaching no conclusions on what factors in cross-cultural training would guarantee expatriate success. Expatriate failure has high personal and organizational costs. The purpose of this study was to use the qualitative methodology of narrative inquiry to investigate the adjustment, transition, and repatriation experience as a holistic process. Two theoretical constructions, Bandura's social learning theory, applied to the learning process in an international assignment, and social identity theory, represented key factors in the expatriate experience. The overarching research question investigated the distinct factors that contributed to the overall success or failure of an expatriate. Narrative inquiry, and open-ended questions, allowed the participants to reveal their stories. Participants (N = 14) were selected using criterion and convenience sampling. Interviews were recorded, transcribed, and coded into themes using an iterative process. Results established weak organizational support in the preparation and repatriation stages. Participants considered their assignments a success and exhibited strong self-efficacy and internal locus of control. The need for successful expatriate performance will continue to increase with globalization; findings in this study can contribute to the training, support, and repatriation of employees. The potential for social change includes the improvement in global business functioning and international understanding.
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Academic stress and the transition from a national school to an English-speaking schoolGieser, Julianna Hawkins. January 2005 (has links)
Thesis (M.A.)--Wheaton College, 2005. Action Research Paper (M.A.)--Wheaton College, 2005. / Includes bibliographical references (l. 125-129).
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ELEMENTARY PRESERVICE TEACHERS'COMPETENCE IN PLANNING AND IMPLEMENTING EMPATHIC DESIGN IN CROSS-CULTURAL STEM EDUCATIONSoo Won Shim (16672071) 01 August 2023 (has links)
<p>The Next Generation Science Standards (NGSS Lead States, 2013) promote a new vision of K-12 science education that emphasizes the importance of integrating engineering practices into science education. Recent engineering studies have highlighted design approaches that focus on designers’ empathy, such as human-centered design (Hess & Fila, 2016a; Kouprie & Visser, 2009; Walther et al., 2017). Empathic engineering design approaches can help students understand how engineers understand various users’ contexts and develop effective design solutions. Furthermore, empathy is a key element in cross-cultural education (Gay, 2002; Webb et al., 2012) because it can help teachers create positive interactions with diverse students (Arghode et al., 2013; Warren, 2014). Empathy is an important attribute highlighted in both engineering and cross-cultural education. Therefore, it is necessary for teachers to comprehend and integrate the principles of Human-Centered Design (HCD) approaches to provide more authentic and holistic engineering education. </p>
<p>This study explored elementary preservice teachers’ competence in planning and implementing an empathic engineering design lesson plan in cross-cultural STEM education by applying a module. The module consisted of a researcher-developed elementary science methods unit on designing empathic integrated STEM instruction. Using a convergent mixed methods design (Creswell & Clark, 2018) and 16 participants, this study investigated preservice teachers’ understanding of empathic integrated STEM instruction before and after the module. This study utilized the Interpersonal Reactivity Index (Davis, 1983) to examine preservice teachers’ levels of empathy and the Teaching Engineering Self-Efficacy Scale (Yoon et al., 2014) to measure their self-efficacy. For qualitative data, reflection papers, empathic design lesson plans, and interview transcripts were collected. Thematic analysis (Braun & Clark, 2006) was employed to identify patterns and relationships within the data.</p>
<p>The analysis of a paired samples t-test and a related-samples Wilcoxon signed-rank test showed a significant difference between the means of preservice teachers’ self-efficacy scores before and after the module. However, there was no significant difference in the means of their empathy scores. According to qualitative data analysis, preservice teachers understood the role of empathy in both engineering and cross-cultural education. The module enhanced preservice teachers’ pedagogical strategies regarding empathic techniques and culturally and socially responsive pedagogies. Preservice teachers also discovered the benefits of empathic integrated STEM instruction including broadening one’s perspectives, understanding the value of inclusive designs, and enhancing students’ 21st century skills. After experiencing the module, they felt confident in integrating empathic integrated STEM instruction and recognizing potential challenges of implementation. The study findings show that empathic integrated STEM instruction can be a way to support preservice teachers’ understanding of engineering pedagogical strategies, culturally responsive pedagogy, and the features of integrated STEM instruction. </p>
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<b>From Theory to Practice: Learner Centered Instructional Design in Higher Education</b>Shivani Ramoutar (19194694) 24 July 2024 (has links)
<p dir="ltr">In higher education environments, instructional design plays a pivotal role in creating user experiences and fostering learner-centeredness. The purpose of this three-manuscript dissertation is to explore the intersection of learner-centered instruction and instructional design through a theory to practice approach within higher education.</p><p dir="ltr">The first study in this dissertation establishes how learner-centered pedagogy, using geospatial tools, can be effectively translated into practice in higher education. Findings reveal that higher education instructors are confident in their technological knowledge (TK) and can adapt geospatial tools across various disciplines, enabling self-directed, project-based, and problem-solving oriented learning experiences. This approach is supported by strategies such as adaptation and flexibility, integration and use of culturally relevant examples, and cultivating a comprehensive understanding of GIS. The findings emphasize the importance of culturally relevant pedagogy, scaffolding, and fostering learner autonomy, which are crucial for preparing industry-ready learners across diverse disciplines and cultural contexts.</p><p dir="ltr">The second paper in this dissertation makes a conceptual contribution by focusing on culturally relevant pedagogy (CRP) within learner-centered pedagogy. The research highlights the salient literature in CRP as it pertains to instructional design and provides a working definition of CRP from an instructional designer's perspective. To mobilize CRP in practice, we offer the intersection of two approaches; Merrill’s First Principles of Instruction (Merrill, 2002; 2012). The study explores potential connections between CRP and instructional design, suggesting the adoption of a learner-centered approach that integrates CRP with Merrill’s First Principles of Instruction. This integration aims to guide higher education instructors in creating instructional materials that promote academic success, cultural competence, and sociopolitical consciousness.</p><p dir="ltr">The third study, a systematic review of literature, examines cases where instructors implemented learner-centered pedagogies that are culturally relevant, responsive, and sustaining. The results indicated that instructors in these studies place focus on embodying the purpose of these asset-based pedagogies and emphasize the unique needs of learners and instructional goals. The complexity of CRP instruction necessitates ongoing reflection and adjustment by the instructor, with curricular enactments aiming to challenge established norms while promoting student agency and relevance. Various spaces were identified for implementing these pedagogies, including community engagement, connecting concepts to students' lives, creating safe and caring spaces, and fostering critical discussion. Examples illustrating the conceptualization and implementation of these pedagogies in higher education offer instructors practical insights into bridging the gap between theory and practice within learner-centered instruction.</p>
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Health education in cross cultural encounters : an agogical perspectiveArthur, Mavis Lorraine 11 1900 (has links)
In contemporary multicultural societies, health is emerging as a fundamental right alongside
education and welfare: a frame of reference endorsed by the Government of National Unity
in South Africa. Health workers are confronting issues far beyond the more traditional
modes of health education. The initial thrust of this research was to investigate the most
relevant social, health and education knowledge bases and issues relative to health education
in cross cultural encounters in order to formulate universal guidelines applicable to the
national situation. Differences inherent in allopathic and traditional health systems are
explored in historical time, in conjunction with concepts of social change, communality in
diversity and the co-existence of multiple realities. An understanding of common
denominators across all human and group experience emerges and, with it, insight into
problems that occur when universalistic conceptions of human behaviour are linked to
communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through
an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation
of culture and the patterned relationships existing between elements within society.
The ontic fact that similar variables may have widely different meanings and be differently
construed by people whose life experiences differ is affirmed. Culture shock becomes a
potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon
which the aims and various theories of health education are systematically and progressively
evaluated. Evidence surfaces that the original intent of the research was rooted in the
Western medical tendency towards standardisation, specialisation and the creation of
scientifically validated routines for professional practice and that gaps exist between the
theory and practice of health education and the everyday experiences of people. On the basis
of scientifically based insights, guidelines have been formulated to narrow the divide between
the factual, linearly based procedural aspects of health education and the human experience
of learning. The guidelines embody the notion that the health educator's role in cross
cultural encounters is one of facilitating meaningful, appropriate and informed choices on the
part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)
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Transforming perspectives: the immersion of student teachers in indigenous ways of knowingTanaka, Michele Therese Duke 28 August 2009 (has links)
In the increasingly diverse context of North American schools, cross-cultural understanding is of fundamental importance. Most teachers are mono-cultural – typically white, middle class women. To inform teaching practice, these educators draw primarily from personal cultural backgrounds often to the exclusion or detriment of other cultural ways of knowing brought to the classroom by students. Teacher education programs are challenged to interrupt the norms of their conventional practices in order to help dominant culture teachers become more sensitive and insightful towards issues of cross-cultural pedagogy. In particular, the needs of Canadian Aboriginal students require close attention. Indigenous ways of learning and teaching are rarely included in school curricula. This dissertation argues that not only is an indigenous pedagogy useful for Aboriginal students, it also serves to support learning for all students in a multicultural classroom.
This phenomenological narrative study looked at the experience of non-Aboriginal preservice teachers enrolled in a university course taught by instructors from several First Nations of Canada. The course took place on Lkwungen Coast Salish territory and provided direct access to indigenous knowledge as the participants worked with earth fibre textiles. The wisdom keepers created a place for the preservice teachers to participate extensively in a cultural approach to learning that was quite different from their previous educational experiences. While engaging in the indigenous handwork, the preservice teachers carefully observed both their own processes as learners and the ways in which the wisdom keepers in the course acted as teachers. The insight gained through this reflexive work troubled the participants’ deep-seated Eurocentric perspectives. Reflecting on personal shifts in attitudes, values and beliefs about the twinned processes of learning and teaching, the participants reported changes in their teaching practice with both Aboriginal and non-Aboriginal students.
Significant themes in the data revolve around issues of personal and social intent, reflective and reflexive practice, spirituality, the endogenous processes of the learner, learning in community, and teachers’ faith in the learner. The data suggest that implementing an eco/social/spiritual framework is useful in cross-cultural learning and teaching environments as well as in the context of educational research.
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Health education in cross cultural encounters : an agogical perspectiveArthur, Mavis Lorraine 11 1900 (has links)
In contemporary multicultural societies, health is emerging as a fundamental right alongside
education and welfare: a frame of reference endorsed by the Government of National Unity
in South Africa. Health workers are confronting issues far beyond the more traditional
modes of health education. The initial thrust of this research was to investigate the most
relevant social, health and education knowledge bases and issues relative to health education
in cross cultural encounters in order to formulate universal guidelines applicable to the
national situation. Differences inherent in allopathic and traditional health systems are
explored in historical time, in conjunction with concepts of social change, communality in
diversity and the co-existence of multiple realities. An understanding of common
denominators across all human and group experience emerges and, with it, insight into
problems that occur when universalistic conceptions of human behaviour are linked to
communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through
an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation
of culture and the patterned relationships existing between elements within society.
The ontic fact that similar variables may have widely different meanings and be differently
construed by people whose life experiences differ is affirmed. Culture shock becomes a
potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon
which the aims and various theories of health education are systematically and progressively
evaluated. Evidence surfaces that the original intent of the research was rooted in the
Western medical tendency towards standardisation, specialisation and the creation of
scientifically validated routines for professional practice and that gaps exist between the
theory and practice of health education and the everyday experiences of people. On the basis
of scientifically based insights, guidelines have been formulated to narrow the divide between
the factual, linearly based procedural aspects of health education and the human experience
of learning. The guidelines embody the notion that the health educator's role in cross
cultural encounters is one of facilitating meaningful, appropriate and informed choices on the
part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)
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Determining Aspects of Excellence in Teaching Undergraduate Mathematics: Unpacking Practicing Educators' Specialized KnowledgeJosiah M Banks (19173649) 18 July 2024 (has links)
<p dir="ltr">This dissertation explores the intricate dynamics between the self-perceptions of undergraduate mathematics (UM) educators and their conceptions of excellent teaching practices conducive to student learning. Employing a sequential mixed methods approach, the study addresses two primary research questions. First, it investigates educators' self-perceptions within the realm of UM teaching, examining potential variances based on educators' Professional Status and Educational Institution (PSEI) affiliations and experience levels. Second, it delves into educators' perspectives on aspects of excellent UM teaching, scrutinizing potential disparities rooted in PSEI affiliations and experience levels, while also exploring the manifestations of Mathematics Teachers' Specialized Knowledge (MTSK) and teaching self-concept within these descriptors.</p><p dir="ltr">Drawing upon Shavelson's self-concept (1976) framework and Carrillo and colleagues' (2018) MTSK framework, data collection involved a Likert-style questionnaire augmented by open-ended inquiries, followed by qualitative case studies featuring eight participants from diverse Carnegie classifications. Findings demonstrate educators' overall confidence in their teaching abilities, with notable discrepancies observed among educators from associate's colleges and doctoral universities. Through thematic analysis, key dimensions of excellent teaching emerged, including active learning, student engagement, problem-solving, and positive learning environments.</p><p dir="ltr">This study yields implications for educational practice and institutional policy. Educators can leverage identified themes to inform professional development initiatives tailored to enhance UM teaching effectiveness. Furthermore, the validated instrument offers institutions a means to assess educators' confidence levels, facilitating targeted support within mathematics departments.</p><p dir="ltr">In conclusion, this dissertation contributes valuable insights into the multifaceted interplay between educators' self-perceptions, teaching practices, and student learning outcomes within the context of UM instruction.</p>
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