Advancing Scholarship and Research in Higher Education最新文献

Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience 逃离评估迷宫：通过互动式虚构体验了解政策

Advancing Scholarship and Research in Higher Education Pub Date : 2024-03-24 DOI: 10.59197/asrhe.v5i1.8341

J. Lubbe, J. Wolvaardt, A. Turner, M. van Wyk

{"title":"Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience","authors":"J. Lubbe, J. Wolvaardt, A. Turner, M. van Wyk","doi":"10.59197/asrhe.v5i1.8341","DOIUrl":"https://doi.org/10.59197/asrhe.v5i1.8341","url":null,"abstract":"Misinterpretation or ignorance of institutional policies in higher education can lead to inconsistencies and legal risks, particularly concerning assessments. In response, we introduced an innovative approach to engage faculty and administrative staff in understanding the institution's policies related to assessments. We implemented a Ludic pedagogical strategy by transforming assessment-related policies into an interactive escape-room challenge. This themed workshop applied adult-learning theory, was developed based on recommended escape-room guidelines, and immersed staff in multiple policy documents, encouraging cognitive, behavioural, affective, and sociocultural engagement. Assessment policies were integrated into a fictitious narrative with puzzles to promote self-directed (heutagogy) and cooperative learning. The escape-room challenge was conceptualised as a single intrinsic case study that used postcards written by participants as data after successfully 'escaping' the room. These postcards served as reflective tools containing participants’ insights regarding the experience. Thematic analysis was conducted on the postcards, supported by visual data. The workshop yielded a central theme of 'A Whole-Body Human Experience,' reflecting cognitive, affective, and behavioural engagement. The escape room harnessed the interactive nature of games to ensure teamwork, motivation, communication, and problem-solving skills. The workshop, rooted in adult learning principles and designed according to accepted guidelines, effectively engaged participants in learning about assessment policies through an immersive escape-room experience. The diverse expressions of newfound knowledge, emotional engagement, and intentions to alter practices and processes confirm escape rooms as a suitable strategy for faculty development.","PeriodicalId":158792,"journal":{"name":"Advancing Scholarship and Research in Higher Education","volume":" 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386160","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

Reflections on the first three years of ASRHE 对 ASRHE 前三年的思考

Advancing Scholarship and Research in Higher Education Pub Date : 2023-12-17 DOI: 10.59197/asrhe.v4i1.8639

Eva Heinrich, Geof Hill, J. Kelder, Michelle Picard

引用次数: 0

Insights into postgraduate student behaviour, underpinned by motivational orientation, within an emergency remote teaching environment 在紧急远程教学环境中，以动机导向为基础，深入了解研究生行为

Advancing Scholarship and Research in Higher Education Pub Date : 2023-08-29 DOI: 10.59197/asrhe.v4i1.7711

Nicola Rivers, K. Beilby

{"title":"Insights into postgraduate student behaviour, underpinned by motivational orientation, within an emergency remote teaching environment","authors":"Nicola Rivers, K. Beilby","doi":"10.59197/asrhe.v4i1.7711","DOIUrl":"https://doi.org/10.59197/asrhe.v4i1.7711","url":null,"abstract":"Much of the world switched to emergency remote teaching (ERT) as the Covid-19 pandemic unfolded and deciding which learnings to integrate into the return to normative practice, if any at all, is worthy of investigation. Opportunistic observation and inquiry into student behaviour in response to ERT can provide depth to our current understanding of pedagogical practice and theory. Here, we consider our students’ perception of workload, which dropped consistently between 2019-2022, alongside our students experiences and their self-regulation styles as defined by self-determination theory (SDT). Using SDT to consider how different self-regulation styles interacted with factors internal and external to the course allowed us to reflect on the impact of changes made to the teaching environment, and effects of the global pandemic. We found students preference asynchronous engagement with content that was designed to be synchronous, but issues with time management and pressure to work contributed to an imbalance that resulted in an increased perception of workload. Interestingly, how students reacted to and adapted to this imbalance differed depending on their self-regulation style. Understanding the changing needs of students is imperative to designing education effectively in our changing social climate. Evaluating course design to ensure delivery methods offer value to students and communicating the purpose of these design decisions is critical in an environment where education is competing with paid work. Ensuring students and teachers are aligned through the education process will be key to navigating the changing external pressures students are facing, helping to improve the student experience overall.","PeriodicalId":158792,"journal":{"name":"Advancing Scholarship and Research in Higher Education","volume":"979 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123083302","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

Foregrounding the importance of communication, collaboration, and an open mind 强调沟通、合作和开放思想的重要性

Advancing Scholarship and Research in Higher Education Pub Date : 2022-11-30 DOI: 10.59197/asrhe.v3i1.7283

E. Heinrich, Geof Hill, J. Kelder, Michelle Picard

引用次数: 0

How can critical thinking be recognised and developed in students that are still developing tertiary-level English language proficiency? 批判性思维如何在仍在提高英语水平的学生中得到认可和发展?

Advancing Scholarship and Research in Higher Education Pub Date : 2022-11-20 DOI: 10.59197/asrhe.v3i1.6739

Lorna Clark

引用次数: 0

A Case Study in the Implementation of Convergent Education 融合教育实施的个案研究

Advancing Scholarship and Research in Higher Education Pub Date : 2022-10-27 DOI: 10.59197/asrhe.v3i1.6521

Kali Abel, Tara E. Prestholdt, Ruth Dittrich, Louisa C. Egan Brad, Vail Fletcher

{"title":"A Case Study in the Implementation of Convergent Education","authors":"Kali Abel, Tara E. Prestholdt, Ruth Dittrich, Louisa C. Egan Brad, Vail Fletcher","doi":"10.59197/asrhe.v3i1.6521","DOIUrl":"https://doi.org/10.59197/asrhe.v3i1.6521","url":null,"abstract":"Convergent education calls for the dismantling of long held academic borders, and for the blurring of traditional academic divisions. It emphasizes the development of professionals who are comfortable thinking across traditional boundaries and who are equipped to best meet the needs of today’s society through critical thinking and problem solving. In doing so, it focuses on issues central to and concurrent with a student’s present experience. As we explore, we find that despite a variety of implementations of multidisciplinary approaches, an implementable framework for convergent education that is transferable across university settings seems lacking. We offer a framework for defining, identifying, and evaluating convergent education and apply this to a 2020 undergraduate course at the University of Portland. In addition to the development of a framework and analysis of convergent learning within the case study, we find that despite the ready need for and applicability of convergent-based education, more traditional academic structures predispose both students and educators towards educational outcomes that remain largely siloed, particularly in the divide between STEMM and non-STEMM majors. We demonstrate how the existing mismatch between intended convergent education outcomes and traditional academic structures may limit convergent education possibilities and we propose areas in which higher education can improve in developing professionals who are equipped to address the most pressing global issues.","PeriodicalId":158792,"journal":{"name":"Advancing Scholarship and Research in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128034280","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

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies 超越技术使用:以人为本的方法重新定义学习技术的采用

Advancing Scholarship and Research in Higher Education Pub Date : 2022-09-05 DOI: 10.59197/asrhe.v3i1.6539

Qian Liu

{"title":"Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies","authors":"Qian Liu","doi":"10.59197/asrhe.v3i1.6539","DOIUrl":"https://doi.org/10.59197/asrhe.v3i1.6539","url":null,"abstract":"Research into the adoption of learning technologies has identified predictive factors of individual adoption. However, this research largely assumes technology adoption-as-use, which, I argue, is technology-centric and disregards the role of teachers and their teaching practice. Following a people-centred approach, I sought to focus on teachers’ experiences during technology adoption and in doing so contribute to the notion of adoption-as-process. I undertook interpretive phenomenology research, conducting semi-structured interviews with a group of seven academic teachers in a New Zealand university where a new learning management system (LMS) was implemented following an institutional-wide LMS review. I analysed the interview data using a reflexive thematic analysis method. The findings indicate that technology adoption is more than technology use; it is laden with emotional experiences, learning experiences, experiences of inability to perform and experiences of incongruence in the teaching space. To facilitate appropriate individual adoption, the study calls for future research to focus on adoption-as-process and institutional practice to address emotional responses, enable learning in safe and authentic environments, scaffold performance, and align existing policies and practices with new technologies.","PeriodicalId":158792,"journal":{"name":"Advancing Scholarship and Research in Higher Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124761650","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

Book review: How to use storytelling in your academic writing: Techniques for engaging readers and successfully navigating the writing and publishing processes 书评:如何在学术写作中使用讲故事:吸引读者并成功驾驭写作和出版过程的技巧

Advancing Scholarship and Research in Higher Education Pub Date : 2021-12-02 DOI: 10.59197/asrhe.v2i1.5595

Geof Hill, J. Kelder

引用次数: 2

What we do in the shadows: Cultivating faculty teaching and learning relationships in online tutorials 我们在阴影中做的事情:在在线教程中培养教师教学和学习关系

Advancing Scholarship and Research in Higher Education Pub Date : 2021-12-02 DOI: 10.59197/asrhe.v2i1.5711

K. Hammond, Gwen D. Erlam, Carmel Cedro

{"title":"What we do in the shadows: Cultivating faculty teaching and learning relationships in online tutorials","authors":"K. Hammond, Gwen D. Erlam, Carmel Cedro","doi":"10.59197/asrhe.v2i1.5711","DOIUrl":"https://doi.org/10.59197/asrhe.v2i1.5711","url":null,"abstract":"Many academic faculties found themselves unexpectedly thrown into the online teaching context during the COVID-19 pandemic. In our context, online tutorial attendances ranged from 20 to 150 students per session, necessitating the creation of a virtual teaching team. This article offers a perspective on developing collaborative team-teaching from the lived experiences of three academics who suddenly found themselves team-teaching online. We reflected on our experiences of collaborative online teaching over the year and shared our stories with each other. Our analysis drew from elements of Appreciative Inquiry and collaborative autoethnography. Based on the five principles of Appreciative Inquiry, we constructed positive and supportive conceptions of our experiences and opened positive possibilities for course delivery and our ongoing relationships. Important outcomes from this study included the development of our online teaching skills and strategies necessary for effective collaboration in online team-teaching. Our findings will be of interest to educational staff transitioning to online team-teaching.","PeriodicalId":158792,"journal":{"name":"Advancing Scholarship and Research in Higher Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122355180","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

Discipline learning outcomes: Design resource and quality assurance mechanism 学科学习成果:设计资源和质量保证机制

Advancing Scholarship and Research in Higher Education Pub Date : 2021-08-08 DOI: 10.59197/asrhe.v2i1.5577

Susan M. Jones, Elizabeth D. Johnson, J. Kelder

{"title":"Discipline learning outcomes: Design resource and quality assurance mechanism","authors":"Susan M. Jones, Elizabeth D. Johnson, J. Kelder","doi":"10.59197/asrhe.v2i1.5577","DOIUrl":"https://doi.org/10.59197/asrhe.v2i1.5577","url":null,"abstract":"The use of learning outcome statements underpins contemporary university course design, yet their impact in practice is unclear. Threshold learning outcomes (TLOs) for Australian bachelor degrees in science were published in the Science Standards Statement in 2011. This paper reports how and where the Science TLOs have been adopted by science faculties across Australian universities as a case study in the broad-scale application of discipline learning outcomes in generalist degrees. The analysis draws on four data sources: a desktop survey of published course learning outcomes for science degrees; an online survey of learning and teaching leaders; semi-structured interviews with a sub-set of those leaders; and a citation analysis. The results show that the majority of Australian science faculties have embraced the Science TLOs both as a reference point for quality assurance and as the basis of curriculum design or redevelopment. The TLOs are perceived as a trusted external reference point, endorsed by the Australian Council of Deans of Science, and aligned to national legislative requirements. Some challenges remain, including staff resistance to change and a perception of curriculum reform as a ‘top-down’ process. Positional leaders clearly have a pivotal role as active brokers to lead positive change. However, in terms of national standards and quality assurance, we conclude that disciplinary learning outcome statements such as the Science TLOs build a bridge between intent and practice in curriculum reform.","PeriodicalId":158792,"journal":{"name":"Advancing Scholarship and Research in Higher Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115082166","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