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Compass Journal of Learning and Teaching最新文献

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Freehand drawing – a learning and teaching perspective 手绘——一种学习和教学的视角
Compass Journal of Learning and Teaching Pub Date : 2023-03-08 DOI: 10.21100/compass.v16i1.1406
O. Harrison
{"title":"Freehand drawing – a learning and teaching perspective","authors":"O. Harrison","doi":"10.21100/compass.v16i1.1406","DOIUrl":"https://doi.org/10.21100/compass.v16i1.1406","url":null,"abstract":"Freehand drawings are used frequently for ‘visual’ disciplines and have a range of benefits. Typically, for the social sciences, their utility is framed exclusively for enhancing active learning, but not necessarily as a teaching aid. Emphasising learning and teaching as a dialectical process between student and lecturer, a small-scale qualitative study explored the potential of a freehand drawing to help teach a complex primary text and assist students’ subsequent understanding. Students were taught the text in two ways – (1) verbal explanation accompanied by two static diagrams and (2) verbal explanation accompanied by a freehand drawing. Students discussed their experiences in a focus group. Despite mixed learning preferences, with interesting qualifications, students found the dynamic nature of the freehand drawing essential to understanding. Unintended variation in the delivery of each session produced insightful comment, as did the relationship between the lecturer’s learning preference and their choice of pedagogy.","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":"43774131","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
Using Flipgrid for teaching practice: Pre-service student teachers’ reflections and lessons learnt 使用Flipgrid进行教学实践：职前实习教师的反思和经验教训
Compass Journal of Learning and Teaching Pub Date : 2022-08-25 DOI: 10.21100/compass.v15i2.1299
Tiani Wepener
{"title":"Using Flipgrid for teaching practice: Pre-service student teachers’ reflections and lessons learnt","authors":"Tiani Wepener","doi":"10.21100/compass.v15i2.1299","DOIUrl":"https://doi.org/10.21100/compass.v15i2.1299","url":null,"abstract":"Owing to the COVID-19 pandemic, South African universities have, like other universities worldwide, been faced with the transition from face-to-face classes to online teaching. Teaching practice (TP) coordinators (university lecturers responsible for the work-integrated learning component of teacher training programmes) found themselves having to improvise and innovate to meet this sudden pedagogical change by revisiting conventional TP models and approaches and finding new ways to give student teachers valid and constructive alternatives to face-to-face classes when these were suspended (Carrillo and Flores, 2020; Hojeij and Baroudi, 2021; Sepulveda-Escobar and Morrison, 2020). From the perspective of pre-service student teachers at a South African university, this case study reviews the effectiveness of ‘Flipgrid’, a social-learning video platform, which was successfully integrated into a third-year TP module. One of its greatest strengths proves to be its ability to provide pre-service student teachers with the opportunity to gain confidence in their teaching abilities.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45846512","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
Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences 概述:有效的教学方法，以确保包容性和优化学习和教学经验
Compass Journal of Learning and Teaching Pub Date : 2022-08-25 DOI: 10.21100/compass.v15i2.1261
D. Chu, Hien Nguyen
{"title":"Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences","authors":"D. Chu, Hien Nguyen","doi":"10.21100/compass.v15i2.1261","DOIUrl":"https://doi.org/10.21100/compass.v15i2.1261","url":null,"abstract":"Recaps have long been used in the media industry, where they have been found to be effective in supporting viewers’ understanding and recall of information. More recently, recaps have been explored in educational settings. This study examines whether recapping can support inclusivity and help to optimise learning and teaching experiences in the context of a business school in a widening participation university. We applied a mixed-method approach to collect data from both students and instructors. We used questionnaires to capture quantitatively their perceptions about recapping and semi-structured interviews to explore their opinions in more depth. Our findings indicate that recapping is perceived as an effective pedagogical approach that can improve learning experience of students, teaching experience of teachers and ensure a more inclusive environment. The research makes both theoretical and methodological contributions to the literature.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43070506","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
It's online, but is it learning? - A reflection on the acceleration towards digital distance learning (DDL) in mainstream higher education. 它是在线的，但它在学习吗？-对主流高等教育加速数字化远程学习（DDL）的思考。
Compass Journal of Learning and Teaching Pub Date : 2022-08-25 DOI: 10.21100/compass.v15i2.1343
P. Vlachos
{"title":"It's online, but is it learning? - A reflection on the acceleration towards digital distance learning (DDL) in mainstream higher education.","authors":"P. Vlachos","doi":"10.21100/compass.v15i2.1343","DOIUrl":"https://doi.org/10.21100/compass.v15i2.1343","url":null,"abstract":"The Coronavirus pandemic during the past two years (March 2020 – March 2022) has accelerated investment in, and the use of, digital distance learning (DDL). The transition towards DDL in mainstream higher education during this period has expanded both in terms of depth and breadth. Few academic practitioners, observers, managers, or students could have foreseen this rapid pace of change. Unprecedented government interventions in social contact and mobility presented little choice to universities than to adapt in response. The emergency pandemic conditions created an opportunity to implement changes to delivery methods with far less consideration or scrutiny than would have otherwise in more normal times. In this position paper, I provide a brief history of distance learning as a backdrop then to explore some of ‘deeper’ pedagogical implications of these rapid change transition to DDL in mainstream higher education.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48174322","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
An examination of co-teaching in an online environment 网络环境下的合作教学研究
Compass Journal of Learning and Teaching Pub Date : 2022-08-25 DOI: 10.21100/compass.v15i2.1351
Anusha Pappu, A. Bogaars
{"title":"An examination of co-teaching in an online environment","authors":"Anusha Pappu, A. Bogaars","doi":"10.21100/compass.v15i2.1351","DOIUrl":"https://doi.org/10.21100/compass.v15i2.1351","url":null,"abstract":"Co-teaching, employed as a pedagogical tool, is a teaching method commonly used to improve students’ collaborative learning. It can be defined as two or more professionals delivering substantive instruction to a diverse group of students in a single physical space or as blended delivery. Team teaching is an approach to co-teaching, a Business Education method since the 1990s. This case study examines tutor experience and observations of co-teaching on a level 4 specialist transport and logistics module delivered online in 2020-2021. We are the teaching team for the module at the University of Greenwich and worked as two co-tutors. Using a mixed methods approach, we have compared, across a range of parameters, student outcomes for a) co-teaching and b) teaching by a single person. The quantitative measures included attendance, marks awarded and student satisfaction (EvaSys scores) and the black, Asian and minority ethnic (BAME)/white module gap; the qualitative measures consisted of tutor observations. Across the quantitative measures, the results are consistent with the suggestion that students may have benefited from being co-taught. Similarly, the qualitative measures indicate greater student engagement with co-teaching than with teaching by one person. We feel that the initial findings from our analysis demonstrate that there is potential for further exploration of the benefits that might be gained from a wider application of team teaching across the Business Faculty.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44025044","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
You did what at the weekend? - A workshop to develop the digital awareness and understanding of digital footprints amongst primary education studies undergraduates 你周末做了什么?-举办工作坊，培养小学教育本科生对数码足迹的认识和理解
Compass Journal of Learning and Teaching Pub Date : 2022-08-25 DOI: 10.21100/compass.v15i2.1341
J. Parkin
{"title":"You did what at the weekend? - A workshop to develop the digital awareness and understanding of digital footprints amongst primary education studies undergraduates","authors":"J. Parkin","doi":"10.21100/compass.v15i2.1341","DOIUrl":"https://doi.org/10.21100/compass.v15i2.1341","url":null,"abstract":"Digital footprints, which are the records left online through the use of social media such as Twitter and Instagram, are a growing concern for the future employability of undergraduates. This case study explores research the co-creation of a workshop about digital footprints with undergraduates on a Primary Education Studies degree in an English university to protect professional identities. The workshop included a range of activities to help undergraduates learn about the importance of digital footprints, how to check their own digital footprints, explore steps to protect their digital identities on different social networks, and how to curate a positive digital identity. It is argued here that undergraduates need more opportunities to learn about digital footprints.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46686510","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
Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes 低风险、VLE密集型、形成性的数学教学方法，作为提高评估结果的教学策略
Compass Journal of Learning and Teaching Pub Date : 2022-08-25 DOI: 10.21100/compass.v15i2.1339
Sue Force, M. Goss-Sampson, Sarah M. Harris
{"title":"Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes","authors":"Sue Force, M. Goss-Sampson, Sarah M. Harris","doi":"10.21100/compass.v15i2.1339","DOIUrl":"https://doi.org/10.21100/compass.v15i2.1339","url":null,"abstract":"Functional numeracy skills in the UK workforce have been an issue for at least 20 years and are of mounting concern due to the increasing use of technology in the workplace and the need for mathematical problem solving skills. Surveys reveal anxiety related to maths (MA) has a negative impact on Higher Education (HE) subject choices and subsequent career options. This at a time when Science, Technology, Engineering and Mathematics (STEM) subjects, requiring maths and data handling skills, are in high demand globally. This case study relates the journey from discovering the need for maths support in science students to the use of low-stakes, VLE intensive, formative maths support as a means of overcoming MA and improving student outcomes.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48709875","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
Pedagogic development of a gamified approach to enhancing engagement in interprofessional education 在教学上发展一种游戏化的方法，以加强跨专业教育的参与
Compass Journal of Learning and Teaching Pub Date : 2022-02-01 DOI: 10.21100/compass.v15i1.1178
Russell Crawford
{"title":"Pedagogic development of a gamified approach to enhancing engagement in interprofessional education","authors":"Russell Crawford","doi":"10.21100/compass.v15i1.1178","DOIUrl":"https://doi.org/10.21100/compass.v15i1.1178","url":null,"abstract":"Inter-professional education (IPE) is an integral part of learning for undergraduate healthcare students. From the evidence in the literature about the benefits of linked learning, collaboration between the health professions early in student development can lead to improved patient outcomes. This article reflects on the adoption at Keele University in the United Kingdom (UK), of a novel approach to introducing inter-professional education – with the intention of increasing interest in undergraduate health students across the Health faculty. A card-based scenario game (a ‘Braincept’ game) in the style of a pub quiz introduced elements of gamification, in order to engage students and increase their awareness of various healthcare professionals’ roles and interactions. This article assesses the impact of using gamification elements and outlines pedagogic principles underpinning development of this novel intervention.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48395767","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
Comparing approaches to feedback in the context of English language teaching in higher education 高等教育英语教学中反馈方法的比较
Compass Journal of Learning and Teaching Pub Date : 2022-02-01 DOI: 10.21100/compass.v15i1.1254
Ramla AlZadjali
{"title":"Comparing approaches to feedback in the context of English language teaching in higher education","authors":"Ramla AlZadjali","doi":"10.21100/compass.v15i1.1254","DOIUrl":"https://doi.org/10.21100/compass.v15i1.1254","url":null,"abstract":"Written feedback has the potential to play an important role in supporting HE students’ learning. This paper looks at the question of how much and what kind of feedback is most effective in the context of language learning but with implications for other disciplines. It argues for the importance of contextualising feedback within a dialogue with students.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365806","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
Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review 在高等教育环境中支持学生恢复力的教育方法：系统文献综述
Compass Journal of Learning and Teaching Pub Date : 2022-02-01 DOI: 10.21100/compass.v15i1.1285
A. Buttazzoni
{"title":"Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review","authors":"A. Buttazzoni","doi":"10.21100/compass.v15i1.1285","DOIUrl":"https://doi.org/10.21100/compass.v15i1.1285","url":null,"abstract":"In recent years, Higher education (HE) students have continued to report rising rates of anxiety, depression and stress. One strategy employed to address these developments has been providing educational and administrative services that help to support and promote student resilience. Efforts to improve student resilience in HE may be bolstered by programs and strategies that go beyond traditional healthcare service delivery: for instance, initiatives such as in-course pedagogical approaches which target enhancing student resilience awareness and understanding. This systematic review aimed to identify, analyze, and synthesize the essential characteristics and programmatic features (e.g., methods) of pedagogical approaches (i.e., teaching strategies, curricula or other features) designed to support resilience among students in HE contexts. Searches were carried out in ERIC, PsychINFO, and SCOPUS and returned 1,545 results. Ultimately, thirty-five articles were included in the final synthesis. A three-level thematic analysis of the included thirty-five articles was conducted, in order to develop rigorous and consistent analytical themes. The five analytical themes that were subsequently developed included: 1) resilience education: reflection, understanding, awareness; 2) individual strategies: personal skill development; 3) institution- or department-level: structural, curricular opportunities; 4) interpersonal strategies: relational skill development; and 5) learning community: cohesion, integration, resource awareness. The implications and effectiveness of these themes for HE instructors are discussed.","PeriodicalId":31649,"journal":{"name":"Compass Journal of Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44066201","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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