Canadian Journal for the Scholarship of Teaching and Learning最新文献_第4页

Empathetic Teaching Informed by Scholarship of Teaching and Learning is Needed Now More than Ever: An Introduction to Issue 12.1 现在比以往任何时候都更需要以教学和学习奖学金为基础的移情教学:第12.1期介绍

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2021-09-20 DOI: 10.5206/cjsotlrcacea.2021.1.14255

Brett McCollum

引用次数: 0

The Perceived Efficacy of Cooperative Group Learning in a Graduate Program 研究生项目合作小组学习的感知效能

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2021-09-20 DOI: 10.5206/cjsotlrcacea.2021.1.14206

K. Janzen

{"title":"The Perceived Efficacy of Cooperative Group Learning in a Graduate Program","authors":"K. Janzen","doi":"10.5206/cjsotlrcacea.2021.1.14206","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2021.1.14206","url":null,"abstract":"This paper addresses a gap in the literature about the study of the implementation of cooperative/collaborative group learning, and the assessment of its efficacy in facilitating transformative learning in the context of graduate studies. These topics have been widely discussed in the scholarly literature at the K-12 and post-secondary (college and undergraduate) level for many years, and cooperative group learning has generally been found to facilitate student learning. What has not been addressed is the use of this form of group learning in graduate studies. This paper reports on an intentional model of cooperative group-learning used in a Master of Education in Higher Education program at the Ontario Institute for Studies in Higher Education (OISE) at the University of Toronto. A brief review of the literature that grounds this praxis, the elements of the model used, and a post-hoc analysis of the perceptions of 77 graduate students (90% response rate) surveyed in a case study regarding its efficacy in facilitating their learning are presented. The findings suggest that this model of group-based learning has the potential to enhance the process for transformative learning at the graduate level of education.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"26 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82139027","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

Designing an Indigenous Wellness University Course: A Reflective Case Narrative 设计原住民健康大学课程:反思性案例叙述

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2021-09-20 DOI: 10.5206/cjsotlrcacea.2021.1.8449

L. Ferguson, Cindy Deschenes, Susan Bens

{"title":"Designing an Indigenous Wellness University Course: A Reflective Case Narrative","authors":"L. Ferguson, Cindy Deschenes, Susan Bens","doi":"10.5206/cjsotlrcacea.2021.1.8449","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2021.1.8449","url":null,"abstract":"Postsecondary institutions across Canada have implemented various Indigenization strategies. Critical reflection is needed about the development, implementation, and impact of these strategies to ensure they serve more than checked boxes, and that they strive towards institutional decolonization. The purpose of this article is to present the development of an undergraduate course on Indigenous wellness at a Canadian postsecondary institution. Applying a reflective case narrative scholarly approach, we self-situate to present contextual information about ourselves and the course, as well as our motivation for course development and the scope of curriculum design. We consider five indicators of course design success within Dimitrov and Haque’s (2016) intercultural curriculum design competencies, and we recommend changes to the course design process for Indigenization sake. Reflecting on and interpreting our approach, we propose a three-party relational model to Indigenous course development consisting of the course instructor, a keeper of traditional knowledges, and a teaching and learning expert. In doing so we attempt to inform and prompt the thinking of others with similar or related course design goals.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73323147","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

Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development 协作评估:在学生学习和项目发展中使用自我评估和反思

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2021-09-20 DOI: 10.5206/cjsotlrcacea.2021.1.14207

E. Flournoy, Lauren C. Bauman

引用次数: 1

Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education 支持在哪里?加拿大高等教育写作中心对多模式数字写作作业的学习支持

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2021-09-20 DOI: 10.5206/cjsotlrcacea.2021.1.10780

Stephanie Bell, Brian Hotson

{"title":"Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education","authors":"Stephanie Bell, Brian Hotson","doi":"10.5206/cjsotlrcacea.2021.1.10780","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2021.1.10780","url":null,"abstract":"Writing centres play a vital role in supporting all forms of student academic writing in higher education (HE) institutions, including digital writing projects (DWPs)—multiliterate and multimodal, often video-and-audio-based projects, produced using digital technologies. The importance of writing support for multimodal composing is evident in emerging research on both the multi-skilled practices of writer-designers and the conceptual shifts involved in their adoption. Currently, no research exists regarding the Canadian context of writing centre support for DWPs. To address this, we conducted two surveys: one of 22 Canadian writing centres asking about DWPs prevalence, technology and skills readiness, and DWP awareness; and one of faculty at a large Canadian university, asking about DWPs prevalence and frequency and types of DWP assignments. We find a significant disconnect between the number of DWPs being assigned by faculty and the number being supported in writing centres. We also find a significant lack of writing centre preparedness for supporting DWPs. This paper calls, with some urgency, for writing centres to invest in the reality of student writing in Canadian HE, to begin developing instructional materials, equipment, and skilled staff to support DWPs.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"300 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81090666","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: 4

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education 教育工作者:认知工具如何支持教师教育中的情感参与

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2021-09-01 DOI: 10.5206/cjsotlrcacea.2021.1.10793

Gillian Judson, Ross Powell, K. Robinson

引用次数: 1

Blended and Online Learning in Post-Secondary Education in Canada: An Introduction to Special Issue 11.3 加拿大中学后教育中的混合和在线学习:特刊11.3介绍

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-12-31 DOI: 10.5206/CJSOTL-RCACEA.2020.3.13419

Sawsen Lakhal, Marilou Bélisle

引用次数: 0

The Development of a New Innovative Online Undergraduate Health Sciences Program: A Case Study 一个新的创新的在线本科健康科学课程的发展:一个案例研究

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-12-31 DOI: 10.5206/CJSOTL-RCACEA.2020.3.8261

R. Egan, N. Dalgarno, Mary Reid, Angela M. Coderre-Ball, Caryn Fahey, L. Kelley, Laura Kinderman, L. Flynn, Michael Adams

{"title":"The Development of a New Innovative Online Undergraduate Health Sciences Program: A Case Study","authors":"R. Egan, N. Dalgarno, Mary Reid, Angela M. Coderre-Ball, Caryn Fahey, L. Kelley, Laura Kinderman, L. Flynn, Michael Adams","doi":"10.5206/CJSOTL-RCACEA.2020.3.8261","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2020.3.8261","url":null,"abstract":"In September 2016, Queen’s University launched the first, fully online, 4-year Bachelor of Health Science degree program in Canada. This paper reports on the developmental structure, implementation philosophy, and challenges in the development of this competency-based program. All stakeholders directly involved in program development were invited to participate in this qualitative case study. Thirty-five interviews and three focus groups (n=14) were conducted. Interviews and focus groups were transcribed verbatim and data were analyzed using thematic design. Themes included: program vision; desired program outcomes; administrative processes for funding and recruitment; uniqueness of the program; local, regional and international impact of the program; communication and collaborations for program development; and uncertainty in long term outcomes. Findings suggest that during program development, an explicit vision of program goals encouraged buy-in at most levels of the university. There was consensus that the overarching outcome should be to provide a rigorous, high quality program with pathways to professional, basic science, global health and advocacy-based health professions. The online modality was expected to improve accessibility to degree programs, as well as address diverse student learning needs. Innovation played a vital role in the program’s development and was founded in educational theory and curriculum development practices.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91129765","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 Continuum of Blended and Online Learning 混合学习和在线学习的连续体

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-12-31 DOI: 10.5206/CJSOTL-RCACEA.2020.3.13420

Sawsen Lakhal, Marilou Bélisle

引用次数: 4

Student Response to a Blended Radiology Course: A Multi-Year Study in Dental Education 学生对混合放射学课程的反应:牙科教育的多年研究

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2020-12-31 DOI: 10.5206/CJSOTL-RCACEA.2020.3.8263

C. Pachêco-Pereira, A. Senior, Sharon Sharon Compton, Luiz Francisco Vargas-Madriz, L. F. Marin, Ellen Watson

{"title":"Student Response to a Blended Radiology Course: A Multi-Year Study in Dental Education","authors":"C. Pachêco-Pereira, A. Senior, Sharon Sharon Compton, Luiz Francisco Vargas-Madriz, L. F. Marin, Ellen Watson","doi":"10.5206/CJSOTL-RCACEA.2020.3.8263","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2020.3.8263","url":null,"abstract":"Universities around the world are increasingly moving towards blended learning models to engage their 21st century learners (Alammary et al., 2014; Brenard et al., 2014; Tandoh et al., 2014). However, students’ engagement and satisfaction with blended learning in dental education remain understudied. To address this gap, this study examines the effects of a blended learning approach on students’ satisfaction and engagement within dental hygiene and dentistry oral radiology courses. Thirty-five students participated in a survey designed to measure two main constructs: student engagement (per Fredericks et al., 2005) and student satisfaction (per Owston et al., 2013) with the addition of one student providing interview data on each of these constructs. It was found that students were generally satisfied (67%) with the blended learning course format with 65% of students expressing a preference for the blended format. This finding was complemented by students’ also expressing that they were emotionally engaged (70% engagement score), cognitively engaged (69% engagement score), and behaviourally engaged (61% engagement score). These findings suggest that blended learning may be of benefit to the engagement and satisfaction of dental students’ learning the interpretation of dental radiographs.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"8 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89650823","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