Compass Journal of Learning and Teaching最新文献

{"title":"Editorial Team - title page","authors":"Gillian Keyms","doi":"10.21100/compass.v13i1.1090","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1090","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48556721","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}

{"title":"A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice","authors":"R. Bhandari","doi":"10.21100/compass.v13i1.1022","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1022","url":null,"abstract":"As online classrooms have recently become integral to the teaching of Business Education in the United Kingdom (UK) and as a key challenge here is to use available resources effectively, all business teachers must be proficient in deploying virtual learning. Most international students entering Business Education do not know how to use a virtual learning environment (VLE); many are grappling with the transition to adult life, living alone and away from families. All business teachers are therefore responsible for engaging and involving each of them; by adopting a socio-cultural model in virtual learning classrooms, they can work with students on the gradual development of key business skills and characteristics with potentially broad application. This article discusses: a socio-cultural approach to the online teaching and learning of Business Education, together with implications for practice; the socio-cultural model proposed by Brenton (2014), with its key elements – people (who), shared purpose (why), locating framework and social conditions (where), method (how) and activity (what). This particular model clearly incorporates the social and cultural characteristics of the student in business; it explains to students and develops in them such key business skills as problem-solving, creative thinking, communication, planning and organisation; it encourages in them self-management, self-efficacy, self-monitoring and a sense of responsibility. All of these skills and characteristics enhance employability and pave the way to future success in business enterprise. Understanding what Business Education students each bring to the virtual classroom is therefore essential to the creation of independent learners. The article focuses on the cultivation of collaboration in online classrooms and on developing communities of learning, with ideas for practice; it outlines the role of the lecturer in the virtual classroom, especially in sustaining inclusivity; it concludes by affirming the importance of lecturers’ development of a social collaborative process in virtual classrooms, of their establishment of an inclusive online ethos and of their encouragement of skills that enhance employability and lead to success in business too. Many learners with anxiety, shyness and personal barriers to integration with other business students can benefit from the application of a socio-cultural model in VLEs. There are clear implications for all key stakeholders – students, lecturers, policy makers and developers of online classroom technology.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46200590","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}

{"title":"Guerrilla teaching and a DIY exhibitions: How an assault on comfort zones can engage and inspire","authors":"M. Compton, Amy Jackson-Bruce, Viktor Krastev","doi":"10.21100/compass.v13i1.1010","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1010","url":null,"abstract":"This case study and video show the process and outcomes of a ‘flash’ briefing to a group of first-year Fashion Promotion students. The surprise collaborative task was presented to the students outside the comfort of their usual lab space and required them to likewise exhibit previously produced ‘zines’ in a space away from the host institution. With a view to helping students understand how sub-culture artefacts can be exhibited using low-cost, guerrilla marketing strategies, the lecturer drew on some of these same strategies to present the brief. Engagement and participation levels are demonstrably high and the final exhibition is an evident success; the whole experience, we argue, suggests that to challenge norms and to take such risks may well produce positive outcomes. Whilst we believe this case is potentially relevant to anyone interested in higher education pedagogy, the approach is likely to appeal immediately to anyone teaching subjects where promotion is fundamental as well as to those where marketing principles are elemental.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42749840","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}

{"title":"Lecturer passion: a pre-requisite for inspirational teaching","authors":"Robby Robson","doi":"10.21100/compass.v13i1.1062","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1062","url":null,"abstract":"With reference to the ever-changing landscape within higher education and the issue of marketplace differentiation, it has been suggested that universities need to prioritise the quality of the overall student experience including the quality of classroom teaching (Holbeche 2012). In the light of this, it is evident that institutions of higher education are attempting to address the upskilling of their lecturers through a blend of initiatives. This is important because research studies have shown that students value effective teaching and expect their lecturers to possess a range of key teaching qualities. However, results from student evaluations show that concerns over teaching quality persist. I would argue that the true catalyst for transformational change is the passion for teaching which an individual lecturer personally feels. A lecturer with a genuine passion for teaching will be motivated to continually fine-tune and hone their craft and to seek to perfect the art of teaching. Lecturers who are genuinely passionate for their teaching craft will be driven not only by the satisfaction they derive from their classroom ‘performance’, but also by the eventual learning outcomes for the student. It is the passion for teaching that drives teaching excellence. From the students’ perspective, the ability to inspire is the criterion against which lecturer performance will be measured. Keywords 1. Teaching quality 2. Inspirational teaching 3. Lecturer self-development 4. Learning enhancement","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45600276","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}

{"title":"Extended programmes: widening participation by narrowing content","authors":"D. Reilly, Jing Luo, Wenxian Sun, E. Warren","doi":"10.21100/compass.v13i1.1073","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1073","url":null,"abstract":"While the benefits of generic foundation years such as year zero on the Extended programmes including the efficient use of resources has been fully explored, in this piece we argue that a bespoke year zero design, with a focus on a narrower range of subject-specific topics enhances the experience of the students on our Extended programmes and is worth the investment.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48679593","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}

{"title":"Thematic analysis of individual feedback: Improving cohort feedforward","authors":"R. Meredith","doi":"10.21100/compass.v13i1.1055","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1055","url":null,"abstract":"Is there a practical way to identify academic at-risk students before the start of term? Or is there no alternative but to look for in-class cues and formative assessment patterns or even wait to mark summative submissions after the term is over? This conference reflection essay offers a potential contribution to answering those questions. It suggests Turnitin assessment text data be make visible rather than remaining unseen, unnoticed, and therefore unactionable (Bienkowski et al., 2012). A poster presentation at the University of Greenwich Learning and Teaching festival 2019 became a transformative learning experience that led to Turnitin assessment data being conceived as a new data source for learning analytics, modelled using Activity Theory.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67709108","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}

{"title":"Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience","authors":"Xiaowen Gao","doi":"10.21100/compass.v13i1.1057","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1057","url":null,"abstract":"International students’ learning experience is essential for student satisfaction and retention which can be improved by personalised learning. Peer-to-peer cross culture PAL could be an effective way in achieving personalised learning of international students.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43251164","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}

{"title":"Creating a pathway to employability in a Business School: developing professional practice through collaboration","authors":"Katherine T. Leopold, D. Reilly","doi":"10.21100/compass.v13i1.1050","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1050","url":null,"abstract":"Within Business Education, our students study technical skills and gain commercial knowledge which will equip them for their future careers.  In addition, our students need to develop the ‘soft skills’ which employers are looking for when they recruit graduates.  To create a pathway to employability, we have used a collaboration between a module leader and a Business School employability consultant to support second year students.  We set out how we have included the consultant in planning and delivering specific topics within the module, and in giving formative feedback to students. In this way we have embedded employability skills in the curriculum and built a relational pathway to the Business School’s careers support for students.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623833","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}

{"title":"Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study","authors":"Zhengrong Ma","doi":"10.21100/compass.v13i1.1035","DOIUrl":"https://doi.org/10.21100/compass.v13i1.1035","url":null,"abstract":"Role play provides additional learning opportunity to students by interacting with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi’an Jiaotong-Liverpool (XJTLU) (a transnational education (TNE) provider) are mainly teacher-led lectures and seminars. Intuitive proactive approach was used in my action research. The modified role play method by Kodotchigova was used. After the role play, a survey with open-ended questions (modified from XJTLU Student Module Feedback Questionnaire) was used to collect the perceptions of students of the role play on their learning experience. A total of 25 students aged ≥18 years (20 females and 5 males) consented to participate. There were 80% of the students who reported that role play helped them to learn and 72% of the students reported that role play stimulated their interest in the module’s subject. In conclusion, role play was a very useful teaching strategy to help students to demonstrate the practical use and apply to real life situations after learning different theoretical perspectives. However, role play might not be suitable to all students because some students might prefer to have it mixed with other teaching strategies in classrooms, particularly in a TNE context.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235459","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}

{"title":"Situating observations as part of a teaching portfolio","authors":"Paul Breen","doi":"10.21100/compass.v13i1.968","DOIUrl":"https://doi.org/10.21100/compass.v13i1.968","url":null,"abstract":"This opinion piece draws upon research in the field of teacher development and educational development to argue for the use of teaching portfolios as a developmental tool into which observations and observational data can be integrated. Looking at observations from developmental perspectives rather than for the purposes of appraisal allows teaching professionals and practitioners to feel more comfortable about the very idea of observations. Furthermore, the use of portfolios can serve as a means of presenting vignettes of practice that tell the story of teachers' journeys on a professional continuum that is \"a process of becoming\" and one that is never finished (Mann, 2005).","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43922433","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}