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Lavrysh Yuliana (National Technical University of Ukraine)
Transformations in Ukrainian Culture of Learning
Journal of Intercultural Management, 2017, vol. 9, nr 4, s. 97-112, bibliogr. 14 poz.
Słowa kluczowe
Uczenie się, Kultura
Studying, Culture
Klasyfikacja JEL: I21, D83
Objective: Since more diverse audiences attend universities, nowadays, more advanced educational approaches are required. The current study explores the role of culture of learning transformations in facing this challenge. We employ the notion of 'cultures of learning' to draw attention to the socio-cultural, sustainable and competence-oriented aspects of key educational practices. We are focusing on advances in students' learning-culture, which are implemented at the university: interdisciplinary, transformative sustainability learning and experiential learning.
Methodology: The paper considers practical issues related to the educational approaches, their benefits and limitations.
Findings: The results of the observations indicated that students' learning culture was highly affected by educational approaches.
Value Added: We highlight that mutual relations exist between learning-culture and teaching-culture and exactly the student-teacher dialogue should be changed to transform traditional learning in higher education.
Recommendations: Interdisciplinarity and creativity can serve as the key factors in establishing a productive educational cycle that fosters a learning-culture based on students' needs and values consideration. (original abstract)
Pełny tekst
  1. Caviglia-Harris J.L., Hatley J. (2004). Interdisciplinary Teaching: Analyzing Consensus and Conflict in Environmental Studies. International Journal of Sustainability in Higher Education, 5(4), pp. 395-403.
  2. Coyle D., Hood P., & Marsh D. (2010). CLIL: Content and Language Integrated Learning. GB: Cambridge University Press.
  3. Danielson C. (2013). The Framework for Teaching Evaluation Instrument [online]. The Danielson Group., access: November 2017.
  4. Dirkx J. Mezirow J. & Cranton P. (2006). Musings and Reflections on the Meaning, Context and Process of Transformative Learning; A Dialogue Between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4. pp. 123-139.
  5. Ewert A., Sibthorp J. (2009). Creating Outcomes through Experiential Education: The Challenge of Confounding Variables. Journal of Experiential Education, 31(3), pp. 376-389.
  6. Frisk E., & Larson K. (2011). Educating for Sustainability; Competencies and Practices for Transformative Action. Journal of Sustainability Education, 2, pp. 117-128.
  7. Heffernan K. (2001). Service-learning in higher education. Journal of Contemporary Water Research and Education. 199(1), pp. 1-8.
  8. Humes W. (2013). Curriculum for Excellence and Interdisciplinary Learning. Scottish Educational Review, 45(1), pp. 82-93.
  9. Jin L., & Cortazzi M. (2006). Changing Practices in Chinese Cultures of Learning. Language, Culture and Curriculum. 19 (1), pp. 5-20.
  10. Lattuca L.R., Voigt L.J., & Fath K.Q. (2004). Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions. The Review of Higher Education, 28 (1), pp. 23-48.
  11. Lawrence R. (2010). Deciphering Interdisciplinary and Transdisciplinary Contributions. Transdisciplinary Journal of Engineering & Science. 1(1), pp. 125-130.
  12. Mezirow J., Taylor E. (2011). Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education. John Wiley & Sons.
  13. Sipos Y., Battisti B., & Grimm K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), pp. 68-86.
  14. Sterling St., & Thomas I. (2006). Education for sustainability: the role of capabilities in guiding university curricula. International Journal of Innovation and Sustainable Development, 1(4), pp. 349-370.
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