Canadian Journal for the Scholarship of Teaching and Learning最新文献_第8页

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing 大学生写作自我效能感与写作自我调节行为探讨

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-08-31 DOI: 10.5206/cjsotl-rcacea.2019.2.8175

Kim M. Mitchell, D. McMillan, R. Rabbani

{"title":"An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing","authors":"Kim M. Mitchell, D. McMillan, R. Rabbani","doi":"10.5206/cjsotl-rcacea.2019.2.8175","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175","url":null,"abstract":"Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81207438","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: 13

Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program 卓越教学的教育领导(EnLITE):同行驱动的教师发展计划

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-08-31 DOI: 10.5206/cjsotl-rcacea.2019.2.8178

Andreas Buchholz, J. Wolstenholme, Jeji Varghese, Andrew Robinson, Jennifer Spencer, Jennifer Reniers

{"title":"Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program","authors":"Andreas Buchholz, J. Wolstenholme, Jeji Varghese, Andrew Robinson, Jennifer Spencer, Jennifer Reniers","doi":"10.5206/cjsotl-rcacea.2019.2.8178","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8178","url":null,"abstract":"Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"40 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89974012","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: 3

Canadian SoTL in 10 Parts: An Introduction to Issue 10.2 加拿大SoTL分10部分:10.2版简介

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-08-31 DOI: 10.5206/cjsotl-rcacea.2019.2.8208

E. Marquis

引用次数: 0

Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement 从低点到新的高度:SoTL参与的制约因素

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-08-31 DOI: 10.5206/cjsotl-rcacea.2019.2.8173

A. Webb

引用次数: 8

A Three-Pronged Approach to Helping Students Internalize APA Style based in Self-Determination Theory 基于自我决定理论的三管齐下帮助学生内化APA风格的方法

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-08-31 DOI: 10.5206/cjsotl-rcacea.2019.2.8176

L. Daniels, K. Kennedy

引用次数: 0

Emergence of Different Perspectives of Success in Collaborative Learning 合作学习中不同成功视角的出现

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-08-01 DOI: 10.5206/cjsotl-rcacea.2019.2.8227

Sarina Falcione, Eleanor T. Campbell, Brett McCollum, Julia M. Chamberlain, Miguel Macías, Layne A. Morsch, Chantz Pinder

{"title":"Emergence of Different Perspectives of Success in Collaborative Learning","authors":"Sarina Falcione, Eleanor T. Campbell, Brett McCollum, Julia M. Chamberlain, Miguel Macías, Layne A. Morsch, Chantz Pinder","doi":"10.5206/cjsotl-rcacea.2019.2.8227","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8227","url":null,"abstract":"Collaborative learning involves an interdependence between success of the individual and success of the group, requiring both personal preparation and teamwork. Asynchronous work, in combination with group interaction and problem solving, differentiates collaborative learning from other interactive teaching methods. In this study, three professors and five student participants individually reflected on a past collaborative learning experience that they considered successful. Reflections were coded using thematic analysis. Themes that emerged from participant’s descriptions of successful collaborative learning were: (a) familiarity with collaborative learning, (b) relationships, (c) benefits, (d) motivations, and (e) design and process. Furthermore, a phenomenographic theoretical framework revealed that a participant’s prior experiences generated significant variation in what characteristics they described as promoting success in collaborative learning. Past experiences that can generate this variation include training in educational theory, participation in and familiarity with related research, the individual’s role, prior experience with collaborative learning as a student, and advocacy by one’s professor before participation in collaborative learning. Our findings can inform educational practice, improving the implementation of collaborative learning pedagogies.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82505191","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: 13

The Possible Learning and Teaching Benefits of Short Mind-calming Exercises in Undergraduate Courses 短期心灵平静练习在本科课程中可能的学习和教学益处

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-07-31 DOI: 10.5206/cjsotl-rcacea.2019.2.8190

Paula Grogan

{"title":"The Possible Learning and Teaching Benefits of Short Mind-calming Exercises in Undergraduate Courses","authors":"Paula Grogan","doi":"10.5206/cjsotl-rcacea.2019.2.8190","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8190","url":null,"abstract":"The potential benefits of meditation exercises to promote more focused student attention and engagement have only rarely been quantitatively investigated at the college/university level. Here, I report student perceptions on the impacts of regular short mind-calming exercises at the beginning of every class in second, third, and fourth-year biology undergraduate courses, using voluntary anonymous surveys that were completed by at least two-thirds of each class (total enrollments 326, 68, and 15 respectively). \u0000In the third year course, 93% of respondents indicated that the exercise was “enjoyable and relaxing”, 73% indicated that it was “a valuable use of lecture time because I feel it enhances deep learning”, 75% found it a useful perspective “to achieving balance/calm in my life”, and 76% rejected the suggestion that although “the exercises are useful, they are not course-related material and therefore are inappropriate within class time”. Responses to several other distinct survey statements were also strongly positive, and furthermore, very similar favourable results as above were obtained in the other two courses. Overall, although it is unclear whether these very short exercises actually enhanced learning, many students perceived that it did. Finally, my teaching performance in university-based student assessments of the third-year course was significantly elevated in the year with mind-calming exercises compared to each of the previous nine iterations in which I had been an instructor. Together, these quantitative results suggest that the regular use of such exercises has multiple direct and indirect benefits that may contribute to more effective undergraduate learning and teaching.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"2 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73336164","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

Evidence of Co-learning through a Relational Pedagogy: Indigenizing the Curriculum through MIKM 2701 通过关系教学法共同学习的证据:通过MIKM 2701本土化课程

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.8006

Emily Root, Stephen J. Augustine, Kathy Snow, Martha Doucette

引用次数: 4

Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities 调查学生在第一年生物教育中的投入:不同主动学习活动中专业和非专业投入感知的比较

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.7993

Devin Hymers, Genevieve Newton

{"title":"Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities","authors":"Devin Hymers, Genevieve Newton","doi":"10.5206/CJSOTL-RCACEA.2019.1.7993","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7993","url":null,"abstract":"Educational techniques that improve student engagement have repeatedly been shown to improve performance at the class level at many institutions and in multiple disciplines. However, knowledge of engagement in individual activities in large first-year classes, where there may be several sub-populations of students in different programs reflecting varied interests, is limited. In this study, we examined two large, lecture-based, introductory first-year biology classes to determine whether there were any relationships between specific learning activities and student engagement and performance, both at the class level and as broken down by program of study. Surveys were used to quantify the level of student engagement through four activities: (a) student response systems (clickers), (b) in-class discussions and activities, (c) lab and seminar activities, and (d) interdisciplinary learning. Engagement scores were then compared to students’ final grades. Students in all majors who reported higher levels of participation in most activities studied also reported feeling more engaged overall and achieved higher grades than their less-engaged peers; however, students in non-biology majors demonstrated notably weaker relationships between their engagement and performance in biology courses, where such relationships existed at all. In this paper, we discuss the learning activities which are associated with the greatest performance increases in both biology and non-biology majors and suggest how these results may be used to inform instructional techniques to benefit all students, regardless of major, in future course offerings.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"43 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79666990","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

A Mixed Blessing? Students’ and Instructors’ Perspectives about Off-Task Technology Use in the Academic Classroom 好坏参半?学生和教师对学术课堂中非任务技术使用的看法

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2019-05-31 DOI: 10.5206/CJSOTL-RCACEA.2019.1.8002

E. Neiterman, C. Zaza

{"title":"A Mixed Blessing? Students’ and Instructors’ Perspectives about Off-Task Technology Use in the Academic Classroom","authors":"E. Neiterman, C. Zaza","doi":"10.5206/CJSOTL-RCACEA.2019.1.8002","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.8002","url":null,"abstract":"The widespread use of technological devices in an academic classroom brought with it many learning opportunities, but also posed a challenge of handling the off-task technology use in class. The literature on this topic is growing, but we still know relatively little about students’ and instructors’ perceptions regarding the off-task technology use in class. This paper addressed this gap by examining (1) how do students and instructors perceive technology in the classroom, and (2) who do they believe should be responsible for minimizing off-task technology use in class? Analyzing data from a mixed-method study with students and instructors in a Canadian university, we show that while students acknowledged that the off-task technology use can be distracting, they considered it a matter of personal autonomy, which can only be regulated when it creates distractions for others. The instructors had a more complex view and posed some challenging questions about the relationship between student engagement and technological distractions, the impact of technology on learning process, and the responsibility of educators in higher education. In conclusion, we reflect on some of the questions that ought to be considered when handling the off-task technology in an academic classroom.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"11 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79246879","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: 23