Teachers' engagement and students' satisfaction with a playful learning environment

Kangas, Marjaana; Siklander, Pirkko; Randolph, Justus; Ruokamo, Heli

doi:10.1016/j.tate.2016.12.018

Cited by 124 publications

(120 citation statements)

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“…Thus, as the scores range in the upper-middle level, it is concluded that the learners have positively evaluated the five facets of learning satisfaction. Furthermore, among the five facets of learning satisfaction, the most important is the master-apprentice relationship, a finding that is consistent with the findings of Topala and Tomozii [30], Lim-Dunham et al [18], Deng et al [28], and Kangas et al [3]. In other words, most learners believe that they can obtain a higher level of learning satisfaction when they learn valuable knowledge and skills from their teachers.…”

Section: Importance Of Variables Related To Learning Satisfactionsupporting

confidence: 84%

“…During the progressive learning process of apprentice → craftsman → master, the key factors to success are the demonstration, guidance, and support of the master, and the acute observation and active learning of the apprentice within the situated context. The research of Kangas et al [3] determined that the level of learning satisfaction significantly improves when the teacher provides an interesting learning environment and stimulates the emotional participation of the student, thus verifying the significant correlation among the learning environment, the teaching method, and the degree of learning satisfaction. Hence, the application of the cognitive apprenticeship model is indisputably a direct and effective teaching method that may replace conventional teaching [4][5][6].…”

Section: Introductionmentioning

confidence: 92%

“…In summary, situated learning emphasizes that effective learning occurs in authentic contextual situations, and cognitive apprenticeship teaching facilitates the students' acquisition of holistic cognition and postcognitive skills through observation, guidance, and practice. As there is a connection between situated learning theory and cognitive apprenticeship [3,4,6], the present study attempts to integrate and apply both in the F&B training course, thereby creating an authentic master-apprentice condition from which to observe the differences in learning satisfaction that result from two distinctly different teaching methods. We hope that the use of innovative and sustainable methods of instruction and training provided by the hospitality industry will facilitate the industry's sustainable operations and management.…”

Section: Introductionmentioning

confidence: 99%

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Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach

Tsui

Chen

2020

Sustainability

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The main purpose of this study is to explore the impact of the cognitive apprenticeship teaching approach in food and beverage (F&B) service training courses on learning satisfaction. This study is a quasi-experimental research design conducted using pretest–post-test nonequivalent groups. Its research subjects are primarily new employees from the F&B departments of well-known five-star, high-end hotels in Taiwan who must undergo education and training. The new employees are divided into an experimental group and a control group for the eight-week teaching practicum. This study concludes that learning satisfaction achieved through the cognitive apprenticeship teaching approach during the F&B training course is superior to that achieved through the conventional teaching approach of lecturing. An innovative finding of the current research is that regardless of whether cognitive apprenticeship teaching is adopted, the master–apprentice relationship is the most important factor in the five-facet measurement of learning satisfaction. This point also explains why the cognitive apprenticeship approach is a suitable teaching and training strategy. The greatest contribution of this study is that it provides a direction for the application and sustainable development of hotel staff training and offers references for the improvement of future hotel training programs.

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Section: Importance Of Variables Related To Learning Satisfactionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach

Tsui

Chen

2020

Sustainability

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“…Pedagogas, siekiantis mokinius ugdyti žaismingoje aplinkoje, turi gebėti mokymąsi organizuoti per kūrybą, žaidimą ir darbą. Šioje aplinkoje turi derėti fiziniai, pedagoginiai, intelektiniai, socioemociniai, kultūriniai ir medijų aspektai (Kangas, Siklander ir Ruokamo, 2017;Bundick ir Tirri, 2014).…”

Section: Technologinio Ugdymo Pedagogui Keliami Reikalavimaiunclassified

A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

Žygaitienė

Buivydaitė

2018

PED

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The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.

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“…In todays academic climate, being able to effectively engage students is seen as a challenge, where the consequences of not being able to engage students sufficiently can have a negative impact on student experience. This is of key interest to higher education institutions, as they actively move away from traditional methods and are trying different ways to engage and motivate students [10]. With any of the new methods, the challenge lies in constructing educational experiences that do more to trigger the interest of students.…”

Section: Introductionmentioning

confidence: 99%

An Effective Framework for Enhancing Student Engagement and Performance in Final Year Projects

Naeem

Islam

Siddiqui

2019

2019 IEEE Global Engineering Education Conference (EDUCON)

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Over the years, there have been many factors that have influenced the landscape of higher education within the UK. These factors include the rise in tuition fees, the introduction of the Teaching Excellence Framework (TEF) and the formation of Office for Students. Although student performance plays a vital part, another significantly influential key performance indicator that impacts these factors is student experience, which is influenced by positive or negative feedback and engagement. Despite student engagement forming a key part of the learning environment, it is still perceived as one of the weakest aspects when it comes to enhancing the student experience. In this paper, we present the implementation of an innovative, holistic teaching & learning framework for the final year project module trialed within the Department of Engineering and Computing at the University of East London. This project module had been running in different forms since the inception of the undergraduate programmes within the department, however it generally yielded poor and inconsistent evaluation, student experience and engagement. The framework was introduced during the academic year 2015/16, where its evaluation has shown a positive impact on student engagement, performance and experience, compared to the previous year.

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Teachers' engagement and students' satisfaction with a playful learning environment

Cited by 124 publications

References 39 publications

Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach

Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach

A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

An Effective Framework for Enhancing Student Engagement and Performance in Final Year Projects

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