مقاله انگلیسی شیوههای آموزشی، یادگیری ادراکی بین دانشجویان را پیشبینی میکنند
Abstract
Keywords
Social skills as key competences in life and work
Learning of social and other generic skills in university studies
Data and method of analysis
Constructing the explanatory model for the learning of social skills
Results
Discussion and conclusion
References
ABSTRACT
The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of these elements predicted the learning of social skills amongst university students. The regression models explained 46–58% of the learning of social skills. The results showed that collaborative learning typical of a constructivist learning environment plays a critical role in the learning process. In contrast, the modes of traditional or individual learning, such as listening and feedback or evaluation given by the teacher, loaded negatively in the regression model. Overall, the results suggest that collaborative and active forms of learning are highly significant in the learning of social skills. The study also brought up new perspectives to consider in the teaching of social skills. Social skills as key competences in life and work In general, social skills can be defined as tools that enable people to interact with other people and society harmoniously (Dowd & Tierney, 2017). They can be expressed in practical situations in a variety of ways, such as listening to others, an ability to view a situation from others’ perspective (perspective taking), communicating clearly, and an ability to collaborate with other people. Social skills play a crucial role at different stages of life, like in families, day care and school, various hobby-related and other peer groups, and in working life (Brackett, Rivers & Salovey, 2011; Greene & Burleson, 2003; Poulou, 2014). The significance of social skills has recently been stressed, especially in regard to the workplace, since employees’ versatile social skills are considered a key asset for the functioning of individuals and work communities alike (Carnevale & Smith, 2013; Forbes, 2015; Robles, 2012). In many studies and needs assessments, highly educated professionals have highlighted the pivotal importance of collaborative and other generic skills in their work (Arevalo, Pitkanen, ¨ Gritten & Tahvanainen, 2010; Rekola, Nippala, Tynjal ¨ a ¨ & Virtanen, 2018; Tholen, James Relly, Warhurst & Commander, 2016). Also, in studies on students’ work experience, students have reported that they have learned social skills at the workplace, such as collaboration and communication skills (Crebert, Bates, Bell, Patrick & Cragnolini, 2004; Jackson, 2015; Virtanen, Tynjal ¨ ¨ a & Collin, 2009).