Teaching & Learning Inquiry-The ISSOTL Journal最新文献_第10页

Reading the Stories of Teaching and Learning—ISSOTL 2016 Opening Keynote 阅读教与学的故事- issotl 2016开幕主题演讲

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.13

K. Manarin

引用次数: 2

Moving towards inclusive learning and teaching: A synthesis of recent literature 迈向包容性学习与教学:近期文献综述

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.3

G. Lawrie, E. Marquis, Edgar Fuller, T. Newman, Mei Qiu, Milton Nomikoudis, F. Roelofs, Lianne van Dam

引用次数: 56

Where's the transformation? Unlocking the potential of technology-enhanced assessment 变换在哪里?释放技术增强评估的潜力

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/5.1.5

T. Sweeney, Deborah West, A. Groessler, Aeron Haynie, B. Higgs, J. Macaulay, Lucy Mercer-Mapstone, M. Yeo

{"title":"Where's the transformation? Unlocking the potential of technology-enhanced assessment","authors":"T. Sweeney, Deborah West, A. Groessler, Aeron Haynie, B. Higgs, J. Macaulay, Lucy Mercer-Mapstone, M. Yeo","doi":"10.20343/5.1.5","DOIUrl":"https://doi.org/10.20343/5.1.5","url":null,"abstract":"This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"1-16"},"PeriodicalIF":1.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558122","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: 26

A Review of Defining and Supporting the Scholarship of Teaching and Learning (SoTL): A Sector-Wide Study 定义和支持教与学奖学金的回顾:一项全部门研究

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.12

Katarina Mårtensson

引用次数: 35

Scholarly Personal Narrative in the SoTL Tent SoTL帐篷中的学术个人叙事

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.10

Laura Ng, Mary F. Carney

引用次数: 13

Exploring Metacognition as Support for Learning Transfer 探索元认知对学习迁移的支持作用

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.6

L. Scharff, J. Draeger, D. Verpoorten, M. Devlin, L. Dvorakova, J. Lodge, Susan Smith

{"title":"Exploring Metacognition as Support for Learning Transfer","authors":"L. Scharff, J. Draeger, D. Verpoorten, M. Devlin, L. Dvorakova, J. Lodge, Susan Smith","doi":"10.20343/TEACHLEARNINQU.5.1.6","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.5.1.6","url":null,"abstract":"The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for the scholarship of teaching and learning are discussed.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":"1-8"},"PeriodicalIF":1.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45901928","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: 21

How experienced SoTL researchers develop the credibility of their work 经验丰富的SoTL研究人员如何发展其工作的可信度

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.8

Jennie Billot, S. Rowland, B. Carnell, Cheryl Amundsen, T. Evans

{"title":"How experienced SoTL researchers develop the credibility of their work","authors":"Jennie Billot, S. Rowland, B. Carnell, Cheryl Amundsen, T. Evans","doi":"10.20343/TEACHLEARNINQU.5.1.8","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.5.1.8","url":null,"abstract":"Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semi-structured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on credibility of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"1-14"},"PeriodicalIF":1.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44267214","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: 12

Reading Deeply for Disciplinary Awareness and Political Judgment 为纪律意识和政治判断而深入阅读

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.11

A. Staudinger

引用次数: 5

From Sound to Substance 从声音到物质

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.1

G. Poole, N. Chick

引用次数: 2

Integrating communication skills into undergraduate science degrees: A practical and evidence-based approach 将沟通技巧融入本科科学学位:一种实用且基于证据的方法

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2016-09-26 DOI: 10.20343/TEACHLEARNINQU.4.2.11

Lucy Mercer-Mapstone, L. Kuchel

{"title":"Integrating communication skills into undergraduate science degrees: A practical and evidence-based approach","authors":"Lucy Mercer-Mapstone, L. Kuchel","doi":"10.20343/TEACHLEARNINQU.4.2.11","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.4.2.11","url":null,"abstract":"The introduction of generic skills, such as communication, into undergraduate science degrees is becoming common in higher education and has met with mixed implementation success. This study designed, piloted, and evaluated a set of adaptable activities that scaffold the explicit teaching and learning of science communication with non-scientific audiences. These activities were implemented in undergraduate science classes from three disciplines at an Australian research-intensive university. A mixed- methods approach was used to evaluate learning gains by collecting data from: student surveys; semi-structured interviews with academic teaching staff; and student performance by marking of assessment tasks. Self-reported learning gains showed 95% of all students perceived improvements in their ability to do all communication skills and 94% perceived improvements in their confidence in communicating science as a result of the activities. Academic teaching staff reported improvements in students’ communication skills and understanding of core science content, and indicated that the tasks were explicit, engaging, and sustainable for use in future years. Students successfully transferred their learning to their assignments, demonstrating on average, a ‘good,’ ‘excellent,’ or ‘outstanding’ standard for each of the science communication criteria. These activities provide a promising starting point for integrating employable communication skills into undergraduate science degrees.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"4 1","pages":"1-14"},"PeriodicalIF":1.0,"publicationDate":"2016-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68301151","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: 20