Putting transformative learning in higher education based on linking capital

Syaharuddin, Syaharuddin; Mutiani, Mutiani; Handy, Muhammad Rezky Noor; Abbas, Ersis Warmansyah; Jumriani, Jumriani

doi:10.11591/edulearn.v16i1.20373

Cited by 10 publications

(10 citation statements)

References 23 publications

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“…, 2012), with experiential learning lending itself well to a transformative approach to enterprise education (Alam, 2022). Constructivist in nature (Davis, 1993), enterprise education actively encourages students to ask questions and construct their knowledge rather than being passive recipients of information (Alam, 2022; Bain, 2004; Nada and Legutko , 2022; Syaharuddin et al. , 2022), with students actively involved rather than passively listening.…”

Section: Review Of the Literaturementioning

confidence: 99%

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

Heyworth-Thomas

2023

JWAM

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PurposeSimulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.Design/methodology/approachExploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.FindingsThe facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.Originality/valueThis paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

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Section: Review Of the Literaturementioning

confidence: 99%

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

Heyworth-Thomas

2023

JWAM

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“…In learning, it is necessary to use methods in the development of sociology teaching materials [22]. One of them is a technology-based method as a learning medium because teachers are required to develop competencies to improve the quality of learning.…”

Section: Sociology Teaching Materialsmentioning

confidence: 99%

Contextual Sociology Teaching Materials for High School Sociology Learning

Erianjoni¹,

Beri²,

Yusra³

2023

Advances in Social Science, Education and Humanities Research

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The condition of teaching materials is good on concepts, principles, and attitudes in Sociology textbooks in senior high schools, which are not relevant to the context of students' lives where sociology is taught, thus causing alienation for educators and students. So the sociology learning that is taught is not indigenous to the socio-cultural conditions of the local community and is more Western (Europeancentric) with universal values. This paper aims to identify contextual teaching materials in sociology learning in senior high schools. The method in this study uses a descriptive qualitative approach with library research, the initial steps in research are by collecting literature related to the research topic. Based on the identification results, sociology teaching materials can be developed through the selection of technology in learning media. Furthermore, contextual learning through internalization and implementation of local wisdom in teaching materials can be used as teachers in examples of each sociology learning material. This paper can contribute ideas about contextual sociology teaching materials that the class can be a laborer in sociology subjects at the high school level.

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“…Formal education involves a deliberate and planned effort to create a learning environment and process. This framework enables learners to actively cultivate their personal and academic potential, meeting the needs of individuals, society, and the nation at large [1]. Formal education must promote the UNESCO notion of the four pillars of formal education such as learning to know; doing; being; and learning to live together [2].…”

Section: Introductionmentioning

confidence: 99%

“…Formal education must promote the UNESCO notion of the four pillars of formal education such as learning to know; doing; being; and learning to live together [2]. Syaharuddin et al [1] further emphasize that the dynamics of education necessitate an adjustment to keep up with the advancement of science and technology in preparing human resources with global competitiveness. Hence, education should aim at creating high-skilled human resources that can compete in the global period with actual human labour required for the twenty-first century.…”

Section: Introductionmentioning

confidence: 99%

Stretching the Boundaries of Transformative Learning to Selected Rural Schools of Eastern Cape in South Africa

Nqoma,

Pretty Mpiti,

Makena

et al. 2024

Metacognition in Learning - New Perspectives

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COVID-19 has forced schools globally to advance and grow to a stage where educators and learners without basic computer literacy skills find it challenging to function. The study explored educators’ and learners’ perceptions of transformative learning through technology in rural schools in the Eastern Cape Province in South Africa. It used a qualitative research approach and a case study design where Transformative learning theory and Technology Readiness Index model guided this chapter. Data were obtained through semi-structured interviews with learners and educators who were purposively selected from two rural high schools and two rural primary schools. Data were analyzed and interpreted through a thematic approach. Findings revealed that most educators and learners were optimistic about using Information and Communication Technology (ICT) to support teaching and learning; however, they faced challenges such as unstable network, expensive data, lack of devices, and digitally illiterate educators and they worked collaboratively in trying to manage the situation. Moreover, they were confident in their abilities to improve their digital challenges and learn new digital skills and competencies. Thus, recommendations to assist rural schools in exploring all possible avenues for successfully integrating ICT into their teaching and learning methods were made.

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Putting transformative learning in higher education based on linking capital

Cited by 10 publications

References 23 publications

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

Contextual Sociology Teaching Materials for High School Sociology Learning

Stretching the Boundaries of Transformative Learning to Selected Rural Schools of Eastern Cape in South Africa

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