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Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017 PurposeThis case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner.Design/methodology/approachThe change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation.FindingsThis study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach.Practical implicationsThe GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive.Originality/valueThe change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-04-2017-0031
Publisher site
See Article on Publisher Site

Abstract

PurposeThis case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner.Design/methodology/approachThe change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation.FindingsThis study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach.Practical implicationsThe GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive.Originality/valueThe change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Apr 9, 2018

References