Teaching and Learning Inquiry最新文献

Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs) 评估生物学开放教育资源（OER）中的通用学习设计和主动学习策略

Teaching and Learning Inquiry Pub Date : 2024-07-15 DOI: 10.20343/teachlearninqu.12.20

Krista Wojdak, Michelle K. Smith, Hayley Orndorf, Marie Louise Ramirez

{"title":"Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs)","authors":"Krista Wojdak, Michelle K. Smith, Hayley Orndorf, Marie Louise Ramirez","doi":"10.20343/teachlearninqu.12.20","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.20","url":null,"abstract":"With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors 释放基于游戏化的 MOOC 的潜能：评估自主学习和自主学习行为

Teaching and Learning Inquiry Pub Date : 2024-07-15 DOI: 10.20343/teachlearninqu.12.19

Joko Slamet, Y. Basthomi, Francisca Maria Ivone, Evi Eliyanah

{"title":"Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors","authors":"Joko Slamet, Y. Basthomi, Francisca Maria Ivone, Evi Eliyanah","doi":"10.20343/teachlearninqu.12.19","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.19","url":null,"abstract":"Massive open online courses (MOOCs) have significantly advanced online education. Yet, MOOC instructors still grapple with the ongoing challenge of low learner engagement while striving to foster autonomous and self-directed learning (SDL). Integrating gamification into these courses could be a promising solution. However, the extent to which gamification shapes autonomous and SDL behaviors within MOOCs remains underexplored. This mixed-methods sequential explanatory study investigates the interplay between MOOC, gamification, autonomous learning, and SDL behaviors to harness the potential of online education. We address this research void by delving into the intricate relationship between gamification and learners’ engagement in autonomous learning and SDL behaviors. Drawing upon self-determination theory (SDT) as a theoretical framework, we scrutinize how gamified MOOCs influence intrinsic motivation and SDL behaviors. Our study utilizes questionnaires and structured interviews to comprehensively examine the users’ experiences within a gamified MOOC. The findings suggest that thoughtfully integrated gamification elements not only enhance learner engagement but also stimulate autonomous learning and SDL behaviors. However, it is crucial to approach the integration of gamification thoughtfully, ensuring a balance that promotes intrinsic motivation without undue reliance on extrinsic motivators. These findings hold significant implications for educators, course designers, and policymakers leveraging gamification to enrich online learning experiences and cultivate self-directed educational pathways. They offer valuable insights for educators, course designers, and policymakers aiming to leverage gamification for enriching online learning experiences and nurturing self-directed educational pathways in MOOCs.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice 高等教育中的跨学科创新：探索基层实践社区的影响

Teaching and Learning Inquiry Pub Date : 2024-04-23 DOI: 10.20343/teachlearninqu.12.11

Maria Azucena Gutierrez Gonzalez, Caitlin P. Mandeville, Ferne Edwards, Paula Rice

{"title":"Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice","authors":"Maria Azucena Gutierrez Gonzalez, Caitlin P. Mandeville, Ferne Edwards, Paula Rice","doi":"10.20343/teachlearninqu.12.11","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.11","url":null,"abstract":"Skills in interdisciplinary collaboration are required to address many complex problems facing society. As such, interdisciplinarity is a critical competency for students to develop. However, teachers’ effectiveness in teaching interdisciplinarity is often hindered by silo structures within university faculties. To address this in the Experts in Teamwork (EiT) programme, a MSc in a Norwegian university that develops students’ interdisciplinary teamwork skills through projects that address real-world challenges, a community of practice (CoP) evolved among teachers from different EiT classes. Over 20 months, CoP members participated in digital and in-person discussions, lecture exchanges, student and professional conferences, and co-evaluation of student work, with an aim of better understanding interdisciplinarity and approaches for teaching it to students. The success of the CoP in achieving these aims was evaluated through a series of focus groups consisting of members of the CoP. The CoP achieved some success in fostering pedagogical conversations that were transformative for participants’ understanding of interdisciplinarity in their practice. Participants reported that CoP participation influenced their interactions with students, ultimately helping students to develop a better understanding of interdisciplinarity. However, participants reported limitations in the CoP as a professional development resource, citing its newness and the required time commitment. Participants felt that these issues could be addressed via greater institutional support.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"52 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impacts of an Academic Intervention Based in Metacognition on Academic Performance 基于元认知的学业干预对学习成绩的影响

Teaching and Learning Inquiry Pub Date : 2024-04-23 DOI: 10.20343/teachlearninqu.12.12

Holly J. Swanson, Adelola Ojutiku, Bryan Dewsbury

{"title":"The Impacts of an Academic Intervention Based in Metacognition on Academic Performance","authors":"Holly J. Swanson, Adelola Ojutiku, Bryan Dewsbury","doi":"10.20343/teachlearninqu.12.12","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.12","url":null,"abstract":"Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week’s survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"91 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Defining Immersive Learning 定义沉浸式学习

Teaching and Learning Inquiry Pub Date : 2024-03-29 DOI: 10.20343/teachlearninqu.12.9

Phillip Motley, B. Archer-Kuhn, Catharine Dishke Hondzel, Jennifer Dobbs-Oates, M. Eady, Janel Seeley, Rosemary Tyrrell

引用次数: 0

Using Infographics to Go Public with SoTL 使用信息图表与 SoTL 一起走向公众

Teaching and Learning Inquiry Pub Date : 2024-03-29 DOI: 10.20343/teachlearninqu.12.10

Bryn Keogh, L. Nowell, Eleftheria Laios, L. McKendrick-Calder, Whitney Lucas Molitor, Kerry Wilbur

引用次数: 0

Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in Community-Based Research Pedagogy 参与式和基于地方的社会经济知识生成：基于社区的研究教学法经验

Teaching and Learning Inquiry Pub Date : 2024-03-29 DOI: 10.20343/teachlearninqu.12.8

Jessica Palka

{"title":"Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in Community-Based Research Pedagogy","authors":"Jessica Palka","doi":"10.20343/teachlearninqu.12.8","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.8","url":null,"abstract":"This article uses fieldnotes along with student and practitioner feedback to recount the challenges, benefits, and broader learnings of engaging master’s students in a participatory research seminar. The students developed research proposals about a real-world socioeconomic challenge with and for local practitioners. Proposals were consistent with the principles and practices of participatory action research (PAR). The planning, implementation, and assessment of this course was informed by feminist scientific philosophies of collaboration, situatedness, partiality, accountability, and a sensitivity to power dynamics. In line with both PAR and SoTL principles, there was an explicit emphasis on partnership, reflexivity, and broad forms of learning in both the classroom and practitioner meetings. The students were challenged by the unfamiliarity of the research approach, the need to navigate a new way of working directly with stakeholders, as well as the responsibility to the community that participatory approaches espouse. Despite the challenges, the students were eager to soak up local knowledges, reflect on their role as researchers, and contribute constructively if they could.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"19 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Global Challenges: Engaging Undergraduates in Project-Based Learning Online 全球挑战：让大学生参与基于项目的在线学习

Teaching and Learning Inquiry Pub Date : 2024-02-27 DOI: 10.20343/teachlearninqu.12.6

Gail Matthews-Denatale, Laurie Poklop, Rachel Plews, Mary English

{"title":"Global Challenges: Engaging Undergraduates in Project-Based Learning Online","authors":"Gail Matthews-Denatale, Laurie Poklop, Rachel Plews, Mary English","doi":"10.20343/teachlearninqu.12.6","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.6","url":null,"abstract":"In summer 2020, Northeastern University developed a fully online curricular pathway for incoming fall first-year undergraduate students who could not learn in residence. This pathway included 18 Global Challenge (GC) courses, each designed around project-based learning (PBL), grounded in a complex problem defined by Northeastern University research faculty, and based on the classes’ individual research agendas (e.g., social justice, health, the environment). The GC courses were designed to help students develop key intrapersonal and interpersonal skills as well as academic proficiencies. The GC development team conducted a systematic study of the courses during the first three semesters of their development and implementation. The investigation’s guiding question was, “To what extent, and in what ways, can learning experience design, online structure, and facilitation support PBL learning, teamwork, and a sense of connection among students in asynchronous courses?” Data sources included student surveys, instructor reflections, and course observations. Findings highlighted the importance of a learning experience design infrastructure to support PBL challenge development; that design supports for challenge development are necessary, but not sufficient, and an online course architecture that reinforces PBL also needs to be developed; that student attention to course resources needs to be scaffolded within the course and optimized for the online modality; and that a system for instructor mentoring in online PBL pedagogy is important to course success.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Seat Selection as a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China 座位选择是文化和个体差异的函数：来自中国大学生的启示

Teaching and Learning Inquiry Pub Date : 2024-02-27 DOI: 10.20343/teachlearninqu.12.7

Lu Kehan, Amrita Kaur, Zhou Yu, Yuzhen He, Yuchong Huang, Zhan Yinuo, Mohammad Noman

{"title":"Seat Selection as a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China","authors":"Lu Kehan, Amrita Kaur, Zhou Yu, Yuzhen He, Yuchong Huang, Zhan Yinuo, Mohammad Noman","doi":"10.20343/teachlearninqu.12.7","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.7","url":null,"abstract":"Students’ seating selection is a significant physical variable that has implications for both teachers and students. These seating preferences have been linked to students’ personalities, motivation, and academic performance. However, there is limited knowledge regarding the cultural influences on these preferences. In this exploratory qualitative study, we aim to investigate the cultural factors that influence the seating choices of undergraduate students. The study participants were recruited using purposive sampling. Face-to-face interviews and scenario simulation surveys were utilized to collect data, which was analyzed using thematic analysis. The study’s findings suggest that seating preferences are largely a function of individual differences and personal preferences, which often stem from personal and cultural factors. These factors are discussed under five primary themes: course academic value, gaining positive experiences, avoiding negative experiences, modesty and humility, and social belonging. These findings have implications for teaching and learning and for instructors, especially those from foreign cultures.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"6 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship 到底是谁的知识？认识论不公正与主管/被主管关系

Teaching and Learning Inquiry Pub Date : 2024-01-29 DOI: 10.20343/teachlearninqu.12.3

Katy Dineen, Sarah Thelen, Anna Santucci

{"title":"Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship","authors":"Katy Dineen, Sarah Thelen, Anna Santucci","doi":"10.20343/teachlearninqu.12.3","DOIUrl":"https://doi.org/10.20343/teachlearninqu.12.3","url":null,"abstract":"Higher education often acts as a bridge to society, preparing people for future social, political, and economic roles. For many academics, social justice and social inclusion are areas of research interest and teaching expertise. As such, institutions of higher education are well placed to foster reflection on social justice, through research and teaching, and thereby impact the wider society as students take up their roles within it. Yet, higher education itself should be subject to critique from a social justice point of view. Our aim in this article is to provide one such critique. We will focus on PhD research supervision, and in particular the supervisor/supervisee relationship. We will argue that the hierarchical nature of supervision can give rise to injustice. We will use the concepts of epistemic injustice and epistemic power as explanatory tools to clarify what is at issue within dysfunctional supervisor/supervisee relationships. Throughout, we will make use of the mythological story, \"The Salmon of Knowledge,\" to unpack the hierarchies involved in knowledge acquisition/creation. Finally, we will conclude by noting the space within the scholarship of teaching and learning wherein critique of the structures within higher education from a social justice point of view occur, and where there exist potential gaps in this scholarship.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"52 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0