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Compass Journal of Learning and Teaching最新文献

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Food insecurity among students: why does it matter and how should universities address it? 学生的粮食不安全：为什么这很重要，大学应该如何解决？
Compass Journal of Learning and Teaching Pub Date : 2023-08-25 DOI: 10.21100/compass.v16i2.1440
Kanthan Ravel, Rhea Jayaram, H. Mulrooney
{"title":"Food insecurity among students: why does it matter and how should universities address it?","authors":"Kanthan Ravel, Rhea Jayaram, H. Mulrooney","doi":"10.21100/compass.v16i2.1440","DOIUrl":"https://doi.org/10.21100/compass.v16i2.1440","url":null,"abstract":"Food insecurity (FI) is a major concern, particularly affecting those on low incomes, students included. FI may affect student attendance, engagement and sense of belonging to the university. A short survey about the cost-of-living crisis in a large London widening-participation university received 1090 student responses and these expressed high levels of concern. We contend that universities must help alleviate FI among their students. We accept that offering practical help to students may require significant continuing investment. Utilising existing community support within the context of a mutually beneficial relationship could reduce the burden on institutions and, in exchange, could offer in-kind support to the local community.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382014","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
Key factors for designing and delivering an effective asynchronous professional learning experience 设计和提供有效的异步专业学习体验的关键因素
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1392
Ana Cabral, Stephen R. Fuller
{"title":"Key factors for designing and delivering an effective asynchronous professional learning experience","authors":"Ana Cabral, Stephen R. Fuller","doi":"10.21100/compass.v16i1.1392","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1392","url":null,"abstract":"In this paper, we explore the key factors for designing and delivering an effective asynchronous professional learning experience. This research study was developed with 107 participants in a module of a Postgraduate Certificate in Academic Practice (PGCAP) - a qualification which is offered to new academics at a United Kingdom (UK) Russell Group university, in line with practice at many other UK higher education institutions (HEIs). The module design was led by a range of factors which the relevant literature deems important for ensuring successful asynchronous online learning design. A questionnaire was created to measure participants’ overall perceptions regarding efficiency (learning context, facilitation, tutor feedback, peer feedback) and gains (presence, participation, persistence, connectedness, sense of community, learning experience). Participants were also invited to refer to the extent to which peer collaboration contributed to learning, to how far they felt part of a community on the module and to whether the asynchronous learning approach facilitated learning. Our results both confirmed and contradicted the positive findings of the literature: respectively, our participants did indeed find that many of the asynchronous design factors led, for them, to successful learning; they also identified some of the factors (e.g., peer feedback) as more challenging. We discuss the results of our study in terms of the effectiveness of this range of factors, considering the specific context of our module; we raise relevant questions about the issues and dilemmas involved in designing and delivering asynchronous learning courses when participants have a dual role as both learners and teachers.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046010","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
Building working relationships with peers: an induction activity for students 与同事建立工作关系:学生的入门活动
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1378
Lili Yan, D. Reilly
{"title":"Building working relationships with peers: an induction activity for students","authors":"Lili Yan, D. Reilly","doi":"10.21100/compass.v16i1.1378","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1378","url":null,"abstract":"The initial period of transition to university (‘induction’) is important as this is when students first meet university staff and are introduced to university systems. Students also meet each other for the first time and start to form friendship groups which will provide a source of peer support throughout their programmes. This case study sets out an activity which we use with the new students on our extended accounting- and finance- related programmes to introduce students to library resources and enable them to start to build working relationships with their peers. The activity begins with information about the library from an Academic Services Librarian, delivered using an interactive quiz format. Students then work in small groups using the library PCs straight away which enables students to start to build friendships and work independently. The final part of the activity includes group presentations to the whole class.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47231971","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
Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention 通过创造性艺术干预支持开放大学副讲师的福祉
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1367
R. Bhandari
{"title":"Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention","authors":"R. Bhandari","doi":"10.21100/compass.v16i1.1367","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1367","url":null,"abstract":"This case study discusses an online space created for associate lecturers (ALs) working at the Open University, with the intention of supporting wellbeing through sharing – and responding to – each other’s examples of creative arts activities. This paper reflects on engagement with and outcomes from this intervention. Four key themes emerged in participant responses to the intervention: 1) increased connectedness; 2) a feeling of being away from work; 3) happiness, enjoyment and positive feelings; and 4) openness to new places, ideas and shares. The results were analysed in line with available studies on sense of belonging, connectedness and well-being. This project highlights the potential for shared online creative activities to support connectedness and wellbeing in educators and students who are working in the online environment.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44621768","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
Teaching introductory economics: an interdisciplinary approach 经济学入门教学:跨学科的方法
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1418
Nabeel Iqbal
{"title":"Teaching introductory economics: an interdisciplinary approach","authors":"Nabeel Iqbal","doi":"10.21100/compass.v16i1.1418","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1418","url":null,"abstract":"Using three examples, this opinion piece argues that introductory economics can provide an effective context in which to introduce university students to interdisciplinary learning and thinking. The first example illustrates how input-process-output diagrams can be used to stimulate interdisciplinary thinking in classrooms when teaching the concept of production. The second and third examples illustrate how elasticity and the concept of circular economies, respectively, can be introduced using an interdisciplinary approach. These examples are suitable for introductory economics classrooms in which students gain a foundation of basic scientific and mathematical concepts.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44661620","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
Learning to learn: pathway to practice 学会学习：实践之路
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1372
L. Pattacini, H. Beard
{"title":"Learning to learn: pathway to practice","authors":"L. Pattacini, H. Beard","doi":"10.21100/compass.v16i1.1372","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1372","url":null,"abstract":"University students need to adapt to the changing demand of professional practices. This concern has informed the development of graduate attributes and pedagogical concepts – such as long-term learning – which inform the curriculum. This paper draws on two research exercises conducted in collaboration with both students and alumni in the field of design, to provide a better understanding of the students' awareness of the transferable skills embedded in their university courses and to determine how relevant these skills might be in professional practice. The students’ and alumni’s voice is key to this research project and exemplified through specific quotes. Critically reflecting on the students’ and alumni’s comments about their journey from student to practitioner enables us to discuss the key skills and capabilities identified, in order to nurture resilience to changes in the workplace and proficiency in ‘learning to learn’: practical knowledge, collaboration, communication and adaptability.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45653329","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
ombining words and drawings, the better to understand students’ lived experiences 图文并茂，更能理解学生的生活经历
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1389
P. Gibson
{"title":"ombining words and drawings, the better to understand students’ lived experiences","authors":"P. Gibson","doi":"10.21100/compass.v16i1.1389","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1389","url":null,"abstract":"This case study presents and interprets two data sets – interviews and line drawings – about barriers to learning in the HE context, as seen from the student perspective. Eleven undergraduate students participated in this exploratory study, which took place at a United Kingdom higher education (HE) institution. The findings help reveal to the reader the lived experiences of students and present opportunities to consider intervention practices that can be used to support student transition from further education (FE) into HE. This case study also discusses how to collect and use this mixed data set and highlights how employing this method promotes student voice. Researchers may find that the approach may be applicable to their own project design.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47800061","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 Postgraduate Marketing Programme’s Journey Towards Internationalisation 研究生市场营销课程的国际化之旅
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1380
Mazia Yassim
{"title":"A Postgraduate Marketing Programme’s Journey Towards Internationalisation","authors":"Mazia Yassim","doi":"10.21100/compass.v16i1.1380","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1380","url":null,"abstract":"Internationalisation has been a significant focus of educational institutions for some time now and yet many institutions are still grappling with the most effective way to achieve it. This case study provides a critical review of steps taken within a marketing postgraduate programme towards internationalisation. Three key steps are outlined here, with a view to sharing lessons learnt at each step: module-level approach, optional virtual exchange and programme-level approach. The paper concludes that internationalisation at home is a more inclusive way forward and that faculty development, use of technology and clearly defined learning outcomes are critical elements in securing effective internationalisation.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45692750","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
Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism 非全日制高等教育学生与虚拟学习环境的互动:连接主义理论的探索
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1357
Steve Connolly, Karen Wicks
{"title":"Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism","authors":"Steve Connolly, Karen Wicks","doi":"10.21100/compass.v16i1.1357","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1357","url":null,"abstract":"This article uses data from an action research project (ARP) conducted with part-time higher education (HE) students as a means of exploring the recent thinking about learning characterised by theories of connectivism. Both quantitative and qualitative data are presented to assess the extent to which connectivist theory might explain – and indeed develop – the use of a virtual learning environment (VLE) on a part-time Education degree in the United Kingdom (UK), particularly for students from non-traditional backgrounds. The article concludes by discussing what both the data themselves and connectivist perspectives on those data might have to say about VLE use in an age in which such learning platforms are but one means of accessing learning.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433788","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
Completing a Ph.D. – Does it have to be a Lonely Existence? 完成博士学位——这一定是一个孤独的存在吗?
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1373
B. Jones, Stephanie Brady
{"title":"Completing a Ph.D. – Does it have to be a Lonely Existence?","authors":"B. Jones, Stephanie Brady","doi":"10.21100/compass.v16i1.1373","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1373","url":null,"abstract":"The co-authors of this paper are current Doctor of Philosophy (Ph.D.) students with the University of Wolverhampton. We embarked on writing this opinion piece to share our experience of the first year of our Ph.D. and suggest how higher education institutions (HEIs) can enhance the academic development of doctoral researchers and minimise the detrimental experiences which studies have shown to affect this group of students.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47853148","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
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