Empowered learning in school: A scoping review

Titus, Anto; Muttungal, Peter Varkey

doi:10.11591/ijere.v12i2.24429

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…However, an inseparable factor in empowerment and participation in decisionmaking is encouraging and supporting the child's self-confidence by involving them in activities and highlighting their strengths. Titus & Muttungal (2023), highlighted that empowerment is as self-confidence and the ability to make independent decisions. It is crucial to provide psychologically traumatised children with the opportunity to actively engage in the life of the class and school, to be responsible contributors to their learning environment.…”

Section: Research Resultsmentioning

confidence: 99%

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Gudžinskienė,

Karasevičiūtė

2024

SIE

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The aim of the study is to reveal the experience of social pedagogues in empowering psychologically traumatised children at school. Qualitative research was chosen for the study by using the method of semi-structured interview. 10 social pedagogues, who work in school in different Lithuanian regions, participated in the study. The study revealed the experience of social pedagogues in empowering traumatised children in school. The study highlighted that in empowering children who have experienced psychological trauma, it is first of all important for the social pedagogue to show the child individual care and provide him with the necessary support. Ensuring that the child receives emotional support and counselling, if necessary using the services of a psychotherapist or psychologist. It is also important to work with the child's family to understand the family's needs and capacity to provide the necessary support. Provide the family with practical help and advice on how to cope with the child's trauma and stress. In order to empower children, it is important to allow them to participate in decision-making because then children will feel in control of their own lives. Empowering psychologically traumatised children requires providing them with a safe and stable environment where they can feel calm and have their needs met. It is equally important that traumatised children become involved in classroom activities or social groups at school, to build relationships and receive support from the school community. Social educators emphasise the importance of educational activities in the school community to help children develop their skills and talents. Long-term collaboration to empower children and their families ensures sustainable well-being of society.

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Section: Research Resultsmentioning

confidence: 99%

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Gudžinskienė,

Karasevičiūtė

2024

SIE

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“…The method used to evaluate existing literature in a research eld is known as a scoping review. Scoping review is a literature review method that consists of ve steps, including (a) nding research questions; (b) nd relevant research; (c) selecting research; (d) displaying data; and (e) nally make conclusions and report results (Titus & Muttungal, 2023) . To conduct a scoping review, researchers used a Scopus database search, which is the largest database of peerreviewed literature abstracts and citations.…”

Section: Methodsmentioning

confidence: 99%

Online Learning in Supporting Students' Procedural Abilities Viewed from a Constructivist Approach

Asmara

2023

Preprint

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The aim of the research is to explain the perspective of online learning in supporting students' procedural abilities from a constructivist perspective. This research uses a literature review methodology to describe topics about online learning, procedural abilities and constructivist theory. Scopus article search engines such as Springer Nature, SAGE, Taylor & Francis and Google Scholar provide the collected literature. There are 350 articles covering the search topic. There were 78 additional articles that met the research variables. Selected articles were evaluated together with 47 references. Online learning has features that conform to the fundamental principles of constructivism. The philosophy of constructivism encourages a learning process that places students as the source of the process through concrete empirical and systematic procedural activities. Meanwhile, online learning provides a new model for how the learning process can be carried out without face to face, and can increase students' abilities, especially in terms of practicums which require procedural abilities in each learning process.

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Is There a Best Way to Teach? Evaluating the Traditional and E-Learning Pedagogies from the Promise and Perils Perspectives

Ssemugenyi,

Sali

2024

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This review reveals that there is no instructional method that is inherently bad; misuse rather than use is the culprit. The question whether there is a "best" teaching option between lecturing and technology-enhanced learning is fundamental, but a somewhat challenging undertaking, more so at a time when e-learning pedagogies are still undergoing negotiations in pursuit of full development. At this particular bend, the focus should shift from deciding the "best" teaching option to aligning instructional methods (whether fully developed or underdeveloped) to specific educational contexts, with much attention to answering questions like; what implications do the existing instructional strategies have on varying educational contexts? How effectively can individual students learn while using these methods as modes of instruction? How can e-learning instructional strategies produce learning outcomes that are similar or superior to the lecture method, and vice versa? And what unique features of these instructional methods best align with students learning needs? If these concerns are given priority, then the journey to creating an effective learning environment that empowers students to engage meaningfully and productively just got much smoother.

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Empowered learning in school: A scoping review

Cited by 3 publications

References 45 publications

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Online Learning in Supporting Students' Procedural Abilities Viewed from a Constructivist Approach

Is There a Best Way to Teach? Evaluating the Traditional and E-Learning Pedagogies from the Promise and Perils Perspectives

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