Teaching & Learning Inquiry-The ISSOTL Journal最新文献_第8页

The Importance of Perceived University Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness 感知大学生活平衡的重要性，每周参与学术活动的时间，以及学术智谋

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-01 DOI: 10.20343/TEACHLEARNINQU.7.1.9

D. J. Kennett, M. Reed, Tasmine R VandenBerg

{"title":"The Importance of Perceived University Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness","authors":"D. J. Kennett, M. Reed, Tasmine R VandenBerg","doi":"10.20343/TEACHLEARNINQU.7.1.9","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.9","url":null,"abstract":"The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45619849","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

The First Person 第一人称

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2019-03-01 DOI: 10.20343/TEACHLEARNINQU.7.1.12

H. Sword

引用次数: 3

Making use of educational research in higher education – academic teachers engaged in translational research 利用高等教育中的教育研究——从事转化研究的学术教师

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.6

T. Roxå

引用次数: 4

Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model 高等教育学院框架在高等教育合作学习与教学中的应用:一个案例研究和扩展模型

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.11

E. Kravariti, A. Gillespie, K. Diederen, Sophie Smart, Caroline Mayberry, Alan J. Meehan, Danielle Bream, Peter Musiat, Silia Vitoraou, D. Ståhl, K. Dyer, Sukhi Sukhwinder, K. Coate, J. Yiend

{"title":"Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model","authors":"E. Kravariti, A. Gillespie, K. Diederen, Sophie Smart, Caroline Mayberry, Alan J. Meehan, Danielle Bream, Peter Musiat, Silia Vitoraou, D. Ståhl, K. Dyer, Sukhi Sukhwinder, K. Coate, J. Yiend","doi":"10.20343/TEACHLEARNINQU.6.2.11","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.11","url":null,"abstract":"As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702801","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

The 3M National Teaching Fellowship: A High Impact Community of Practice in Higher Education 3M国家教学奖学金：一个高影响力的高等教育实践社区

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.5

A. Acai, Arshad Ahmad, N. Fenton, Leah Graystone, Keegan G. Phillips, Ronald A. Smith, Denise Stockley

{"title":"The 3M National Teaching Fellowship: A High Impact Community of Practice in Higher Education","authors":"A. Acai, Arshad Ahmad, N. Fenton, Leah Graystone, Keegan G. Phillips, Ronald A. Smith, Denise Stockley","doi":"10.20343/TEACHLEARNINQU.6.2.5","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.5","url":null,"abstract":"The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester’s (2009) original, multilevel approach that looks at interactions between the individual, network, and systems levels to explore the impact of the 3M National Teaching Fellowship program on furthering and enriching teaching and learning in higher education. Through the analysis of a large collection of program artefacts corroborated with in-depth interviews with 11 fellows (key informants), we were able to gain a deeper understanding of the ways in which the program has had impact at the individual (micro), departmental (meso), institutional (macro), and national/international (mega) levels. In this article, we outline our scholarly exploration of the program’s influence and explore its role as a high-impact community of practice in higher education.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49480722","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

An Ode to Change 变革的颂歌

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.1

G. Poole, N. Chick

引用次数: 1

Enhancing Student Engagement through an Institutional Blended Learning Initiative: a Case Study 通过机构混合学习倡议提高学生参与度:案例研究

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.8

B. Ravenscroft, Ulemu Luhanga

引用次数: 8

Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons 从学生对教学的评价中获得意义——超越我们自己的视野

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.10

Carina Jia Yan Zhu, D. White, J. Rankin, C. Davison

{"title":"Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons","authors":"Carina Jia Yan Zhu, D. White, J. Rankin, C. Davison","doi":"10.20343/TEACHLEARNINQU.6.2.10","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.6.2.10","url":null,"abstract":"Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naive readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations: Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to “not take it personally.” We suggest the practice of deep listening as a way to understand students’ feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278976","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

Unifying SoTL Methodology: Internal and External Validity 统一SoTL方法论:内部有效性与外部有效性

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.9

J. Bernstein

引用次数: 18

Phenomenology of Surprise in a SoTL Scholars' Program SoTL学者项目中的惊奇现象学

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.3

M. Yeo, K. Manarin, J. Miller-Young

引用次数: 0