Teaching & Learning Inquiry-The ISSOTL Journal最新文献_第9页

Faculty cooperation in teaching academic literacy using popular science texts: A case study 利用科普教材进行学术素养教学的教师合作:个案研究

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.4

S. Wu, Sze Han Lee, E. Chan

引用次数: 4

Crossing the [SoTL] Bridge and Diving In 穿过[SoTL]大桥并潜入水中

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.12

Nicola. Simmons

引用次数: 0

Educational Equipoise and the Educational Misconception; Lessons from Bioethics 教育公平与教育误区生命伦理学的教训

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI: 10.20343/TEACHLEARNINQU.6.2.2

G. Hersch

引用次数: 1

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach 确定创新教学成功的关键:学生参与和教学实践作为学生在使用团队学习方法的课程中学习的预测因素

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-09-25 DOI: 10.20343/TEACHLEARNINQU.5.2.10

Rosa M. Alvarez-Bell, Derrick Wirtz, Hui Bian

{"title":"Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach","authors":"Rosa M. Alvarez-Bell, Derrick Wirtz, Hui Bian","doi":"10.20343/TEACHLEARNINQU.5.2.10","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.5.2.10","url":null,"abstract":"When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"128-146"},"PeriodicalIF":1.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202373","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: 29

Survey of Research Approaches Utilised in The Scholarship of Teaching and Learning Publications 教学出版物学术研究方法综述

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-09-25 DOI: 10.20343/teachlearninqu.5.2.3

Aysha Divan, Lynn O. Ludwig, K. Matthews, Phillip Motley, Ana Tomljenovic-Berube

{"title":"Survey of Research Approaches Utilised in The Scholarship of Teaching and Learning Publications","authors":"Aysha Divan, Lynn O. Ludwig, K. Matthews, Phillip Motley, Ana Tomljenovic-Berube","doi":"10.20343/teachlearninqu.5.2.3","DOIUrl":"https://doi.org/10.20343/teachlearninqu.5.2.3","url":null,"abstract":"The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academic development movement in higher education. As this field of inquiry matures, there is a need to understand how SoTL research is conducted. The purpose of our study was to inform this debate by investigating research approaches used in SoTL publications. We analysed 223 empirical research studies published from 2012 to 2014 in three explicitly focused SoTL journals. We classified the studies as either qualitative, quantitative, or mixed methods using an analytical framework devised from existing literature on research methods. We found that the use of the three research designs was fairly evenly distributed across the papers examined: qualitative (37.2%), quantitative (29.6%), and mixed methods (33.2%). However, there was an over-reliance on data collection from a single source in 83.9% of papers analysed, and this source was primarily students. There was some, but limited, evidence of the use of triangulation through the use of multiple data collection instruments (e.g. survey, assessment tasks, grade databases). Similarly, only one-third of publications classified as mixed methods integrated the analysis and interpretation of the qualitative and quantitative data equally within the study. We conclude that current SoTL research is characterised by methodological pluralism but could be advanced through inclusion of more diverse approaches, such as close reading, and adoption of strategies known to enhance the quality of research, for example, triangulation and visual representation.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"16-29"},"PeriodicalIF":1.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42270787","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: 35

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios 帮助大学生在求职面试中成功:自我反思在电子档案中的作用

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-09-25 DOI: 10.20343/TEACHLEARNINQU.5.2.2

C. Lackner, T. Martini

引用次数: 6

Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects 合作师生SoTL项目中的作者学分、顺序和共同探究者学习指南

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.9

T. Maurer

引用次数: 11

Enhancing the Design and Analysis of Flipped Learning Strategies 加强翻转学习策略的设计与分析

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.7

M. Jenkins, Rena Bokosmaty, Melanie Brown, Chris Browne, Qi Gao, Julie Hanson, K. Kupatadze

{"title":"Enhancing the Design and Analysis of Flipped Learning Strategies","authors":"M. Jenkins, Rena Bokosmaty, Melanie Brown, Chris Browne, Qi Gao, Julie Hanson, K. Kupatadze","doi":"10.20343/TEACHLEARNINQU.5.1.7","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.5.1.7","url":null,"abstract":"There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in ‘flipped’ approaches and improved practice of educational design in ICT supported learning environments. This paper makes two main contributions. It situates flipped learning strategies within a pedagogical framework, thus linking them to higher-level pedagogy. Additionally, it proposes an approach to both analysing and designing flipped learning strategies. This exploratory approach provides a guide for educators to map how their tactics fit amongst other instances of flipped learning. Examples of flipped learning approaches are provided to illustrate this mapping. The Flipped Learning Matrix, developed by this SoTL inquiry, is a tool for both critical reflection of existing approaches and course design, empowering the educator to design their own flipped version that is pedagogically sound and fit for purpose.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"1-12"},"PeriodicalIF":1.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45866297","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: 27

Learning Together Through International Collaborative Writing Groups 通过国际合作写作小组共同学习

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/5.1.2

M. Healey, K. Matthews

{"title":"Learning Together Through International Collaborative Writing Groups","authors":"M. Healey, K. Matthews","doi":"10.20343/5.1.2","DOIUrl":"https://doi.org/10.20343/5.1.2","url":null,"abstract":"The International Collaborative Writing Groups (ICWG) initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, involved 59 scholars from 11 countries. In this piece, we describe the aims, process, and outcomes for the ICWG, comparing it with the first ICWG in 2012. While international collaboration around a topic of shared interest is generally viewed positively, the realities of collaborating online with limited face-to-face interactions to complete a manuscript can be challenging. We argue, despite such challenges, that ongoing collaboration amongst scholars is vital to the scholarship of teaching and learning (SoTL) movement. Drawing on our experience of leading the overall ICWG initiative and our research into participants’ experiences, we suggest there are individual dispositions toward collaboration that enrich and enable successful participation in ICWG experiences. We end by highlighting the final products arising from almost two year of collaborative thinking and writing from six groups.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"1-6"},"PeriodicalIF":1.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801880","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: 8

Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences 学生工作声音综合学习奖学金：教师教育与地理科学综述

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Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2017-03-29 DOI: 10.20343/TEACHLEARNINQU.5.1.4

K. Thomson, R. D. Silva, P. Draper, A. Gilmore, Niall Majury, K. O'Connor, Anete Vaquez, Jacqueline L. Waite

{"title":"Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences","authors":"K. Thomson, R. D. Silva, P. Draper, A. Gilmore, Niall Majury, K. O'Connor, Anete Vaquez, Jacqueline L. Waite","doi":"10.20343/TEACHLEARNINQU.5.1.4","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.5.1.4","url":null,"abstract":"Work integrated learning is an umbrella term that refers to the opportunities provided to university students to integrate knowledge of theory and practice as part of their degree program. As the role of students in higher education is evolving, we sought to develop our understanding of the role of students in the work integrated learning (WIL) space through exploring current literature on student voice. In this paper, we consider what has been reported about WIL in relation to student voice, how it has been represented, and how this has influenced practice. We undertook a systematic literature review for two different disciplines, one which represented an example of a professionally accredited undergraduate degree program (teacher education), and the other an example of a program with no professional accreditation (geographical sciences). The teacher education literature demonstrated more clearly the use of student voice to inform WIL within curriculum design. However, the geographical sciences literature did include examples of student voice being incorporated within the design of collaborative community-based forms of WIL. A role for students as researchers, who lead research and initiate curriculum change into WIL, was noticeably absent in both disciplinary sets of literature. The lack of evidence of the inclusion of students in the design, conduct, and analysis of WIL provides an invitation for SoTL scholars to redefine the role of students in this space.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"5 1","pages":"1-13"},"PeriodicalIF":1.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41958156","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: 9