Ayman,

I am currently researching this very topic, It is complex of course as humans bring complex personalities and needs to the situation. The important feature of your question, in my estimation, is to focus your attention on some aspect of variables that are malleable to your influence and that explain variations in student or school outcomes. What is the focus of your council goals statement and strategic plan? When your focus is to achieve specific outcomes then the variables you choose to achieve those outcomes will be found in the review of the literature.

Would you be so kind as to include in your question the framework you use to influence the learning environments you oversee and the operational definitions of the outcomes you seek?

Kind regards,

Janet

Hi Janet, Thank you for this. Currently, I am working on identifying the specific intended outcomes and framework that you referred to. it is to narrow the area of research. Regards.

Hi,

To improve the quality of learning in the Institutional level.

The proper use of any type of the instructional methods described in the preceding section improves the quality of learning that occurs in the classroom. If several of the methods are used in concert, the potential for improvement is all the greater. The quality of an institutional teaching program may therefore be improved by persuading as many faculty members as possible to use those methods in their classes and providing them with the training and support they will need to implement the methods successfully.

It would be nice if we could stop right there, but the problem is more complex. The presumption in everything just said is that both faculty members and administrators at the institution in question generally agree on a definition of "quality of learning" and on the importance of improving it. Unfortunately, this presumption rarely has a basis in fact. Much therefore remains to be said about how to improve an institutional teaching program ie., it as opposed to teaching in a single class, including the potential role of total quality management.

As noted in the introduction, many campuses have experimented with Teaching Quality Method (TQM), provoking a great deal of faculty opposition in the process and having relatively little impact on what happens in most classrooms. The conflict between the TQM advocates and opponents reflects differences between the industrial culture where TQM was developed and the culture of the university. The conflict can easily turn what should be a united effort to improve the quality of education into a power struggle between faculty members and administrators. The consequence is that the introduction of TQM to the campus may work against the cause it was intended to promote.

Dear Ayman and all, recently I attended a seminar on college of distinction.  There are 4 features that improve quality of learning: engaged learners, great teaching, vibrant community, and successful outcomes.  There are several links, please check on the net.

http://collegesofdistinction.com/

http://schools.bvsd.org/p12/nvhs/counseling/Documents/CollegesofDistinction1314.pdf

Ayman,

I appreciate your willingness to narrow the area of focus. Each institution is unique and has unique needs and challenges. By identifying your organization's specific focus, goals, resources and processes for addressing growth, you will be positioned to be effective and respectful of those working with and for you. I will be happy to provide more information when your needs assessment is done.

Kind regards,

Janet

Janet,

Thank you for following my question. As the question proposes, it seeks general features of learning cultures that facilitate effective learning environment regardless of the institution's unique culture.         It could be based on your own experience with current, past institution. Regards

Hi,

Great discussion - a core problem of education of future which has to turn the current spiral of devolution of culture because of non-effective education of many institutions. Luckily, I am in an innovative institution.

It was written above: There are 4 features that improve quality of learning: engaged learners, great teaching, vibrant community, and successful outcomes.

Response: 1. Quality of learning depends first of all on what we learn. Even the greatest teacher (as a performer) may reproduce devolution (typically the teachers in the dictatorship countries who are good performers to communicate ideology instead quality knowledge). 2. Engaged learner is a good criterion but in many cases the learners is not engaged - he/she may hate what learns but needs it for the success. I would say responsible leaner instead engaged. 3. Great teaching is buried past. I am online education. The role of the teacher is in some cases less than 10%, but because the program is great, we succeed. So, I would replace great teaching with great academic program. 4. Vibrant community. This sounds very non-academic. I even cannot make a comment. Probably it can be replaced by community of a strong common interest. 5. Successful outcomes. These successful outcomes may contribute to devolution if they have been embedded in a corrupted system. I would replace this term is with embedded humanity values. Now many feel that the Renaissance has been nit completely finished and this trouble the world a lot. Quality of learning depends on the embedded values in the learners.

I have responded to this discussion because it helps in reconceptualization of academic mobility (please see my question). I would say the academic mobility improves the quality of learning.

Thanks,

Lolita

Dear Ayman,

 I reply to the general features of learning cultures and environments. Recently some universities have  begun research on personal learning spaces in the hopes of creating a more personal touch to public spaces within the university. Some very early information seems to indicate the more personal or person friendly the environment is the more conducive it is to learning. Hence it seems it may be the physical space itself help to create a more effective social learning environment which translates into more effective learning.  

What is also interesting in very early information is that these more personalized spaces also becomes more social as well. This may well begin to transform those plane pale painted "study rooms" with no pictures, windows, or plant life only to be broken up by a solitary chalkboard or smart-board on one wall. The sanitized look appears to be a draw back for the social learning and therefore it is quite possible even the individual who studies alone will find "life" or a more vibrant space to create a more effective learning space.

As far as learning cultures go one space that has proven over the years to be well populated by top social science majors is the local pizza and pub establishments along with one of the traditional restaurants just minutes away from campus. Many students will arrange study groups and invite professors to join them for pizza and over the years has become a valid and valuable learning culture.

The point I am getting at is the more relaxed personal physical environments are the more conducive it appears to be for the creation or continuance of learning cultures here near the campus of UNM.

Hope this helps,

Douglas 

Lolita,

I find your response to be insightful and excellent in explicating the centering issues of meaningful learning. Your statements bring out the potential of contradictory goals between the organization (political or otherwise) and the individual learners within the organization. Meaningful learning requires engagement of the learner who must see the tasks as useful and valuable to one's individual goals or internalized goals of the collective.

However, if the learner is complying for the sake of advancement this results in situated, or rote learning. Much of today's learning in schools is rote or situated learning. This becomes evident when the students meet externally imposed learning goals though are unable to transition to new environments successfully and use the information in new situations.

The research I have studied reveals certain features of organizations correlate with improved outcomes including 1) collegial relationships between administrator and employees (faculty), 2) open communication, 3) belief in the ability to grow and learn, shared mental models, 4) internal work locus of control, 5) shared decision making, 6) clear goals and a plan (using mastery strategies) to get there. These are features of learning organization cultures included in Senge's Five Disciplines, Open Systems (Tarter & Hoy, 2004), and Dweck's growth school Mindset, among others.

Developing a learning organization structure within a school is the result of meeting the unique, idiosyncratic needs of the individuals within the organization at the time the need arises through 1) engagement of the faculties beliefs, 2) providing time to work together and collaborate for improved performance, 3) supporting with resources, 4) allowing expertise to cross hierarchical boundaries when necessary, 5) modeling a belief that individuals in the organization can grow and improve with support and targeted professional development, and 6) useful feedback at the appropriate level and time.

I appreciate your insight and understanding of the complexities involved in developing meaningful learning and how the context of the organization is critical in developing socially co-constructed meaning within the individuals and at the organization level.

Janet

Hi Janet,

Thank you so much for your further insights. My focus now is on expanding the understanding of academic mobility and I believe that can add the problem of the learning organization structure and how eventually the academic mobility contributes to the quality of learning. 

L.

Lolita,

I will look into academic mobility. I haven't heard that term before. Also, for Ayman, I paste a link to free surveys that collect teacher and student responses to items about their school organization that explain level of school effectiveness.

Janet

http://www.waynekhoy.com/power_points.html

Dear all, thank you for this great, fruitful discussion, I really enjoy it.

@ Janet, thank you for this valuable resources and contribution. The features of successful organizations you referred to are all in-depth and aligned with the research I have read about effective learning cultures; especially that related to relations amongst the staff and the shared vision.

@ Lolita, thank you for this invaluable detailed contribution, I really liked your examples and how you given different terms for the same meanings. You probably focused on the social interactions, which seems very significant here; Biesta (2011:202) defined the learning culture as; “the social practices through which people learn”.

@Douglas, thank you for your nice contribution. I agree with you regarding the importance of friendly learning environment to engage learners.

Thank you also for the great contributions of Senthilvel and Miranda, spot on.

Regards,

I am grateful for your words Ayman and for the work you are doing to improve learning environments for students.

Kind regards,

Janet

to me, ICT tools can help your learner to learn effectively as well as your teachers to teach efficiently ...

• Participants feel active and important for the programmes improves self-confidence, dignity, the overall quality of life of people, especially the one facing physical, emotional or mental health problems.
• Cultural engagement and the use of artistic methods in educational programmes for vulnerable groups of the population are proven to be effective and deserve further attention, as well as support.

Lidia Varbanova (2011), Cultural participation in education and lifelong learning:a catalyst for personal advancement, community development, social change and economic growth 

Here is a fine case study on Improving Learning in Further Education: a new, cultural approach ! The most effective way to improve learning is to change learning cultures, by increasing positive synergies between various elements of learning culture and reducing dysfunctional tensions...

http://www.tlrp.org/pub/documents/Hodkinson_RB_Final.pdf

Regarding the academic mobility, "...Higher education institutions should develop and

implement holistic internationalisation strategies as an integral part of their overall mission and functions. Increased mobility of student and staff, international dimension of curricula, international experience of faculty, with a sufficient command of English and a second foreign language and intercultural competences, transnational delivery of courses and degrees, and international alliances should become indispensable components of higher education in Europe and beyond..." Modernisation of Higher Education is fine resource!

http://ec.europa.eu/education/library/reports/modernisation_en.pdf

Well done Senthilvel Vasudevan. I don't have nothing to add.

In my opinion, a good book about that is:

Biggs, John, and Catherine Tang. Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK), 2011.

Ljubomir,

Thank you for the wonderful and informative references.

Marcelo,

I will order the book and review. The title captures my attention "What the student does" is critical!

Kind regards,

Janet

Use of continuous assessment rather than unseen examinations; to the involvement of students in more self and peer assessment rather than the tutor being the sole assessor; to assessment being experienced by students as being more about helping their learning rather than just showing them how much they do or don’t know; and to the greater use of feed forward to improve learning rather than just feedback

to reflect on what has gone before.

You are welcome dear @Janet! I do always try to contribute with some resources to research question! Regards and respects!

dear sir,

you are quiet right that learning culture impacts learning quality..... i thinked a lot over it.... and found that we are losing learning culture in last some decades....

i think the learning institutes should have the following features imbibed in their learning culture:

1. A clear cut VISION, i.e. what we are and where we have to move with students?

2. clearity about mission.. i.e. why we have opened a specific institute in terms of learning.... ( MISSION FLOWS FROM HIGHER AUTHORITIES to PRINCIPAL to TEACHERS and MANAGERIAL STAFF and at lower stage to the STUDENTS)

3. Aims and objectives of the institution in terms of learning... i.e. at what level the institute and the relative human resources wants to see their students in future

4. Analysis of the present system of institution.... positive and negative aspects ...with improvement over time.

5. learning VALUES... the institutional culture must have values related to learning...like thirst of knowledge, implication of knowledge, critical aspect, questioning, correlating theory and practice etc etc.

6. 'learning habits' building atmosphere

7. Teaching Methods must be student oriented....

8. Explanation of objectives ( in terms of behaviour modification, skill acquisition)by the teacher which will be attained by a specific topic or a project...

9. self designed curricular activities that accompanies curriculum... which can generate interest of learning...

10. Analysis of educational philosophies of great thinkers and implicate them in institution....according to which we can modify discipline, teaching methods, books etc, and the whole teaching-learning process..

11. WHOLEHEARTED Use of HEART, HEAD and HAND is the integral part from all the agencies related to educational institutions is must for creating learning environment .....

......hope i can answered properly....

Gouravjeet,

Excellent answer! The core of the learning is number 11 which is integrity of purpose. Also the foundation of great thinkers. I wish you to be the leader of this institution.

Kind regards,

Janet

thank you janet... 

@Gouravjeet, Thank you so much for this valuable contribution. you were very focused and concise. I do agree with the significance of most of what you referred to as essential features of effective, supportive learning cultures. despite it look a bit normative. but yes this is the learning cultures that both students and teachers really need to enhance teaching and learning quality. Regards

Gouravjeet,

Do you know the studies of HeartMath? They show increases in student learning outcomes by applying the technique of coherence. I think the influence of family and integrity on learning may be explained in part by the power within the human heart to connect with others and to have coherence between heart and mind within the self. This is a result of moral and psychological development of seeing others as part of self. When our heart is open to the welfare of others our heart is more powerful to connect and therefore influence the betterment of mankind. HeartMath takes a scientific approach to proving the influence of the intention in the heart of man influences others. The spiritual respect given to God is a beginning of a powerful heart that can care for others. I paste a link to the webpage of this interesting though of course not all encompassing research in the area of the heart.

Kind regards,

Janet

http://www.heartmath.org/

Ayman, another powerful way will be for you to turn to the conceptual framework of professional learning communities. With these frames, we understand our schools much better. Check my website (for latest articles) in the coming months to see how I have effectively used these frames to link with students' performance, teachers' assessment, school effectiveness etc. Please read my writing on "Building a professional learning community in a conflict and post-conflict environment...". Let me know if any one is interested in research cooperation in this area. 

I think the following are few enablers for good learning

Eco-system

Peer group and their competency and attitude towards improvement

Good competitive  student base who can challenge teachers

Diversity in faculty and stduent

Respect  for mutual disagreement and dissent

Performance measurement system

For improving the teaching and learning, the following papers develop several frameworks for this purpose:

Information Management Model for Intellectual Capital of HEIs in Oman: Theoretical Quantitative Approach and Practical Results. J. of Information and Knowledge Management, 2018, Vol. 17, No. 1, pp.1-38. (World Scientific).

· HEIs Quality Improvement Through Students and Academic Staff’s Perception: Data Analysis and Robustness of the Results. International Journal for Quality Research, 2017, Vol.11, No.2, pp.261-278.

· Al-Farahidi Performative model to assess HEIs. 4th OQNHE Conference 2017, pp.1-15.

· A Framework for Fostering the Quality of HEIs: Data Collection, Evaluation, Indication and Validation. Int. J. of Quality and Innovation, 2016, Vol.3, No.1, pp.42-66 (Inderscience).

Regards,

Zuhair

"The Learning Cultures model structures classroom activities around ‘formats.’ They provide rigorous academic content through cooperative activities that are fun and educational. Students and teachers get support they need to be successful. Kids of every age, language, and subject get smarter and improve their social-emotional wellbeing..."

https://learningcultures.net/

Chinese lecturers are becoming increasingly open to the idea that their students should be seen as partners in teaching and learning, a recent study has indicated...

https://www.timeshighereducation.com/news/chinese-teachers-open-less-hierarchical-relationships?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily&spMailingID=22394337&spUserID=MTAxNzcwNzE4MTk2NAS2&spJobID=2096359717&spReportId=MjA5NjM1OTcxNwS2