InSight A Journal of Scholarly Teaching最新文献

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Exploring Value Variations in Instructor Presence Techniques for Online Students 探讨在线学生讲师在场技术的价值变化
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202101ro
Sarah N. Robertson, John Steele, B. Jean Mandernach
{"title":"Exploring Value Variations in Instructor Presence Techniques for Online Students","authors":"Sarah N. Robertson, John Steele, B. Jean Mandernach","doi":"10.46504/16202101ro","DOIUrl":"https://doi.org/10.46504/16202101ro","url":null,"abstract":"This study sought to define and measure online undergraduate students' perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their ability to provide immediate feedback. Interactive phone calls (M=3.24) were the least valuable in the area of familiarity. Results indicate all instructor presence techniques had value, but some were more valuable than others.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90745625","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
Collaborative Autoethnography: Best Practices for Developing Group Projects 协作的自我民族志:开发团队项目的最佳实践
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202105ro
Elizabeth Hornsby, Allyson L. Davis, James Reilly
{"title":"Collaborative Autoethnography: Best Practices for Developing Group Projects","authors":"Elizabeth Hornsby, Allyson L. Davis, James Reilly","doi":"10.46504/16202105ro","DOIUrl":"https://doi.org/10.46504/16202105ro","url":null,"abstract":"Collaborative Autoethnography (CAE) is an emerging practice that combines group interaction with qualitative research. Group projects are often deployed in course design to maximize the value of collaborative learning environments. Using existing scholarship, we describe best practices for group projects that apply principles of CAE. To advance the premise of the paper beyond descriptive summaries of pedagogical inquiry, we utilize a best practices mechanism to present a coherent guide for project collaborators to use in various classroom settings. The best practices proposed are research validated by existing CAE and project management literature.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"175 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83387114","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
The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course 策略项目:在心理学导论课程中加强自主学习的探索
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202103wh
Valerie Whittlesey, H. Steiner
{"title":"The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course","authors":"Valerie Whittlesey, H. Steiner","doi":"10.46504/16202103wh","DOIUrl":"https://doi.org/10.46504/16202103wh","url":null,"abstract":"College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91017565","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
From Evidence to Imagination 从证据到想象
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202100la
James M. Lang
{"title":"From Evidence to Imagination","authors":"James M. Lang","doi":"10.46504/16202100la","DOIUrl":"https://doi.org/10.46504/16202100la","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74387325","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
Fostering Student Awareness of Team Skills: A Participative Team Formation Process for Class Projects 培养学生的团队技能意识:课堂项目的参与式团队形成过程
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202106be
Gregory Berka, Amber Greenwood, J. Lee
{"title":"Fostering Student Awareness of Team Skills: A Participative Team Formation Process for Class Projects","authors":"Gregory Berka, Amber Greenwood, J. Lee","doi":"10.46504/16202106be","DOIUrl":"https://doi.org/10.46504/16202106be","url":null,"abstract":"This essay outlines a participative team formation process for class projects with resources to support instructors in implementing this process. This hybrid process, integrating self-selection and teacher assigned methods, includes four touch points that foster students’ awareness of effective team behaviors and the presence (or absence) of these behaviors within themselves and in team members. The awareness can provide students the foundation for developing team skills—beneficial in both team projects and in organizational teams.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89195365","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
A Student Perspective on Contract Grading 学生对合同评分的看法
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202100slu
Taylor Lucas
{"title":"A Student Perspective on Contract Grading","authors":"Taylor Lucas","doi":"10.46504/16202100slu","DOIUrl":"https://doi.org/10.46504/16202100slu","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77837198","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
Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession 服务学习:实践专业中有意义的学习成果的多维方法
InSight A Journal of Scholarly Teaching Pub Date : 2021-08-27 DOI: 10.46504/16202102sm
Misty G. Smith
{"title":"Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession","authors":"Misty G. Smith","doi":"10.46504/16202102sm","DOIUrl":"https://doi.org/10.46504/16202102sm","url":null,"abstract":"A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80089977","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 Use of Feature Film for Teaching Undergraduate Bioethics: Course Format and Assessment through Student Narratives 故事片在本科生命伦理学教学中的应用:课程形式与学生叙事评价
InSight A Journal of Scholarly Teaching Pub Date : 2020-08-01 DOI: 10.46504/15202002se
H. Searight, Alyssa Burnash, Molly Campbell, M. Chmielewski, Morgan Edmonds, H. Gregg, L. Johnson, Ellie Lytle, K. Mills, Natalie Nowak, Camdyn Odykirk, Kaycie Rachels, Mikayla Schrotenboer, Sierra Strutz, Teresa VanDyke, Sydney Zuke, Michał Żurek
{"title":"The Use of Feature Film for Teaching Undergraduate Bioethics: Course Format and Assessment through Student Narratives","authors":"H. Searight, Alyssa Burnash, Molly Campbell, M. Chmielewski, Morgan Edmonds, H. Gregg, L. Johnson, Ellie Lytle, K. Mills, Natalie Nowak, Camdyn Odykirk, Kaycie Rachels, Mikayla Schrotenboer, Sierra Strutz, Teresa VanDyke, Sydney Zuke, Michał Żurek","doi":"10.46504/15202002se","DOIUrl":"https://doi.org/10.46504/15202002se","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"33-51"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863180","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: 2
Language Teachers’ Intercultural Learning: A Sociocultural Perspective 语言教师跨文化学习的社会文化视角
InSight A Journal of Scholarly Teaching Pub Date : 2020-08-01 DOI: 10.46504/15202004ar
Ekaterina Arshavskaya
{"title":"Language Teachers’ Intercultural Learning: A Sociocultural Perspective","authors":"Ekaterina Arshavskaya","doi":"10.46504/15202004ar","DOIUrl":"https://doi.org/10.46504/15202004ar","url":null,"abstract":"Responding to the call to build teacher interculturality in more dynamic ways, this paper analyzes developmental trajectories of three pre‐service teachers enrolled in a course on language and culture in a master’s in second language teaching program at a U.S. university. From a sociocultural theory perspective, the article illustrates the various ways in which the pre‐service teachers incorporated (or not) the mediational means available to them. The article findings support the claim about the sociocultural nature of human learning, while the analysis informed by a sociocultural perspective on learning explicates why intercultural learning can be more enriching for some participating pre‐service teachers than for others. In line with the sociocultural perspective on human learning, the article highlights the importance of the affective dimension and activity for promoting teacher learning and argues for the need to better understand the process of teachers’ application of new understandings into their practice. Besides, the article demonstrates the value of teacher educators’ reflection on their work. It ends with pedagogical implications for language teacher educators. In line with the recent call by Smolcic and Arends (2017) to build teacher interculturality in more dynamic ways, this article analyzes developmental paths of three pre‐service teachers participating in a project introduced into a course on language and culture in a master’s for second language teaching program at a U.S. university. Recent inquiries into teacher intercultural learning highlight the necessity to expose future language teachers to the fluid nature of culture rather than to learn about cultural differences and facts in the context of promoting culturally responsive pedagogy (Black & Bernades, 2014; Dervin, 2015; Hoyt, 2015; Jokikokko, 2010; Smolcic & Arends, 2017). Besides, we witness a shift away from the word intercultural competence since it pre‐supposes an endpoint in the learning process about cultures and a preference for the term intercultural learning (Smolcic & Arends, 2017). A project reflecting these developments in the field was integrated into the course on language and culture offered to prospective language teachers in the master’s program at a U.S. university with the following goals in mind: 1. to increase prospective teachers’ self‐ awareness in terms of culture; 2. to promote re‐thinking and re‐design of one’s teaching practices in the classroom given new understandings. The study’s unique contributions lie in: 1. proposing a way to engage prospective language teachers in conceptualizing culture in more dynamic ways; 2. investigating the unique developmental trajectories of participating pre‐service teachers from a sociocultural perspective. In particular, while teachers’ engagement in ethnographic interviews has been examined in the con","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"67-82"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43880216","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: 5
Promoting Critical Reading with Double-Entry Notes: A Pilot Study 用复式笔记促进批判性阅读:一项试点研究
InSight A Journal of Scholarly Teaching Pub Date : 2020-08-01 DOI: 10.46504/15202001IV
L. Ives, T. Mitchell, Helena Hübl
{"title":"Promoting Critical Reading with Double-Entry Notes: A Pilot Study","authors":"L. Ives, T. Mitchell, Helena Hübl","doi":"10.46504/15202001IV","DOIUrl":"https://doi.org/10.46504/15202001IV","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"13-32"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46429862","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
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