Teaching in Higher Education最新文献_第5页

Constructing research findings: a tool for teaching doctoral writing 构建研究成果:博士写作教学的一种工具

3区教育学

Teaching in Higher Education Pub Date : 2023-11-09 DOI: 10.1080/13562517.2023.2280264

Kirstin Wilmot

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引用次数: 0

Contemplative pedagogy for positive engagement in online teaching and learning in higher education 沉思教学法在高等教育在线教学中的积极参与

3区教育学

Teaching in Higher Education Pub Date : 2023-11-08 DOI: 10.1080/13562517.2023.2280254

Xinyue Ren

{"title":"Contemplative pedagogy for positive engagement in online teaching and learning in higher education","authors":"Xinyue Ren","doi":"10.1080/13562517.2023.2280254","DOIUrl":"https://doi.org/10.1080/13562517.2023.2280254","url":null,"abstract":"ABSTRACTWith the growth of online programs in higher education, students are more likely to experience various barriers and challenges while taking online courses, such as social isolation, low motivation, distraction, and mental health issues. Mindfulness-informed pedagogy, such as contemplative pedagogy, showed its promise in decreasing students’ negative emotions and increasing their self-awareness and concentration on learning environments and materials. However, limited research is available to discuss the integration of contemplative pedagogy to promote student engagement from online course design and delivery perspectives. Therefore, the purpose of this article is to discuss the benefits of contemplative pedagogy and encourage educators’ use of mindfulness-informed teaching practices in online instruction in higher education. Some effective strategies to adopt contemplative pedagogy into online course design and delivery include: the integration of mindfulness exercises, the reduction of cognitive overload, the importance of reflective learning activities, and the inclusion of socially supportive features.摘要随着高校在线教育的兴起，学生们在上网络课程时，难免会遇到许多困难和挑战，比如社交孤立，积极性降低，分心分神，和一些心理健康的问题。依据正念发展的教学方法，比如沉思式教学法，在降低学生负面情绪，提高学生自我意识，和对学习环境和资料的专注性方面展现出积极的效果。然而，在这个领域的研究非常有限，尤其是讨论如何将沉思式教学法融入到网络课程的设计和教学中从而提高学生参与度。因此，这篇文章的目的就是讨论沉思式教学法的好处以及鼓励教育工作者们可以在高校在线课堂上使用正念引导的教学活动。文章还讨论了一些可以将沉思式教学法有效融入到网络课程设计和教学中的策略，包括：尝试一些正念练习，降低认知超载的可能性，增加一些反思性学习活动，以及包含一些社交支持属性。KEYWORDS: Contemplative pedagogymental healthmindfulness-informed course design and delivery‌online teaching and learningstudent engagement Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking 什么能预测大学生的反馈素养?认知信念的影响与批判性思维的中介作用

3区教育学

Teaching in Higher Education Pub Date : 2023-11-08 DOI: 10.1080/13562517.2023.2280268

Ying Zhan, Zhi Hong Wan, Munty Khon

{"title":"What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking","authors":"Ying Zhan, Zhi Hong Wan, Munty Khon","doi":"10.1080/13562517.2023.2280268","DOIUrl":"https://doi.org/10.1080/13562517.2023.2280268","url":null,"abstract":"ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conﬂict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" 37","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching and writing in the slipstream: aphorisms of precarity 随波逐流的教学与写作:不稳定的警句

3区教育学

Teaching in Higher Education Pub Date : 2023-10-26 DOI: 10.1080/13562517.2023.2258489

Lauren Ila Misiaszek

引用次数: 0

Students’ feedback literacy in higher education: an initial scale validation study 高等教育学生反馈素养:初步规模验证研究

3区教育学

Teaching in Higher Education Pub Date : 2023-10-17 DOI: 10.1080/13562517.2023.2263838

Svenja Woitt, Joshua Weidlich, Ioana Jivet, Derya Orhan Göksün, Hendrik Drachsler, Marco Kalz

引用次数: 0

AI amplifies the tough question: What is higher education really for? 人工智能放大了一个棘手的问题:高等教育的真正目的是什么?

3区教育学

Teaching in Higher Education Pub Date : 2023-10-11 DOI: 10.1080/13562517.2023.2263839

Neil Kramm, Sioux McKenna

引用次数: 1

‘Hope despite all odds’: academic precarity in embattled Ukraine “不顾一切的希望”:四面楚歌的乌克兰学术不稳定

3区教育学

Teaching in Higher Education Pub Date : 2023-09-29 DOI: 10.1080/13562517.2023.2263744

Anatoly Oleksiyenko, Serhiy Terepyshchyi

{"title":"‘Hope despite all odds’: academic precarity in embattled Ukraine","authors":"Anatoly Oleksiyenko, Serhiy Terepyshchyi","doi":"10.1080/13562517.2023.2263744","DOIUrl":"https://doi.org/10.1080/13562517.2023.2263744","url":null,"abstract":"ABSTRACTPrecarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war.KEYWORDS: Higher educationprecarityteachingcrisisUkraine Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Hong Kong Research Grants Council: [grant number #17665816].","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student reactions to trauma-related course content 学生对创伤相关课程内容的反应

3区教育学

Teaching in Higher Education Pub Date : 2023-09-28 DOI: 10.1080/13562517.2023.2259810

Jessica D. Cless, Briana S. Nelson Goff

{"title":"Student reactions to trauma-related course content","authors":"Jessica D. Cless, Briana S. Nelson Goff","doi":"10.1080/13562517.2023.2259810","DOIUrl":"https://doi.org/10.1080/13562517.2023.2259810","url":null,"abstract":"ABSTRACTHigher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.KEYWORDS: Traumatrauma-informedcollege teachingpedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a University Small Research Grant and a College of Human Ecology Faculty Research Grant, both through a large Midwestern university.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rethinking community-engaged pedagogy through posthumanist theory 从后人文主义理论反思社区参与教育

IF 2.6 3区教育学

Teaching in Higher Education Pub Date : 2023-09-06 DOI: 10.1080/13562517.2023.2253758

Jialei Jiang, Jason Tham

引用次数: 1

Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners 模拟辅导员在高等教育中的多重作用:保护和挑战学习者

IF 2.6 3区教育学

Teaching in Higher Education Pub Date : 2023-08-28 DOI: 10.1080/13562517.2023.2251894

Orna Levin, M. Hemi, Ronen Kasperski

引用次数: 1