Journal of University Teaching and Learning Practice最新文献

Editorial: Intensive modes of teaching, past, present, and future 社论：强化教学模式的过去、现在和未来

IF 2

Journal of University Teaching and Learning Practice Pub Date : 2024-07-15 DOI: 10.53761/0s5t4754

Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, Sally Male

{"title":"Editorial: Intensive modes of teaching, past, present, and future","authors":"Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, Sally Male","doi":"10.53761/0s5t4754","DOIUrl":"https://doi.org/10.53761/0s5t4754","url":null,"abstract":"A recent overview and brief history of intensive modes of learning and teaching in higher education is presented, with implications for the design, application, impact, governance, and regulation of intensive mode teaching and learning. Previously limited to particular levels of study, or locations in the academic year, intensive modes as new forms of system-wide curriculum and organisation challenge the isomorphism of traditional, symmetrised organisations, while also being able to expand or complement conventional higher education. However, in whole-of-institution intensive mode settings, the importance of systematic awareness and application in adopting and sustaining intensive modes is highlighted, including the need to consider various process variables and pedagogic factors that may impact student learning. Prior research into correlations between these process dimension variables and learning gains offers some insights into the high-impact educational practices that are most likely to improve the quality of student learning outcomes − whether in intensive mode or otherwise. Systemic change requires careful planning, faculty development, and evolving assessment methodologies to ensure the success of intensive mode teaching and learning. Further research in areas such as change management, economics, graduate capabilities, pedagogies, wellness, equity, lifelong learning, and institutional responses would build a more robust evidence base for intensive modes of learning and teaching.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644664","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

Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management 社论：高等教育领导与管理需要更多实用的性别研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/rja03267

Greeni Maheshwari, Donnie Adams

{"title":"Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management","authors":"Greeni Maheshwari, Donnie Adams","doi":"10.53761/rja03267","DOIUrl":"https://doi.org/10.53761/rja03267","url":null,"abstract":"This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner’s ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141108074","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

Reviewing Assessment in Online and Blended Flipped Classroom 在线和混合式翻转课堂中的评估回顾

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/wfmhvt17

B. Divjak, Bart Rienties, Barbi Svetec, Petra Vondra, M. Žižak

引用次数: 0

Revisiting “Glass Ceilings and Sticky Floors”: A Commentary on Navigating Gender in Higher Education 重新审视 "玻璃天花板和粘地板"：高等教育中的性别导航评述

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/z5z3pk86

J. Dahlvig, Natalie Dickinson Kulick, Amy Greenhalgh

引用次数: 0

Exploring How Tutors in Higher Education Perceive Their Work and What Direction They Think it Should Take in the Future: A Case Study 探索高等教育导师如何看待他们的工作以及他们认为工作的未来方向：案例研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/144wpb66

M. Hernández-Amorós, M. A. Martínez-Ruiz

引用次数: 0

What Exactly is Peer Learning? An Exploratory Analysis of Student Class Interaction 究竟什么是同伴学习？学生班级互动的探索性分析

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/2y2n6g17

G. Pleschová, Lynn McAlpine

引用次数: 0

Navigating An LMS Review Process: Harnessing Next-Generation Digital Learning Through Evidence-Based Decision-Making 驾驭 LMS 审查流程：通过循证决策驾驭下一代数字化学习

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/ynndrw32

Bill Wade, Seb Dianati, Bill Searle, Michael Sankey

{"title":"Navigating An LMS Review Process: Harnessing Next-Generation Digital Learning Through Evidence-Based Decision-Making","authors":"Bill Wade, Seb Dianati, Bill Searle, Michael Sankey","doi":"10.53761/ynndrw32","DOIUrl":"https://doi.org/10.53761/ynndrw32","url":null,"abstract":"Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.\u0000 \u0000 ","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111336","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

Reframing Professional Identity: Professional Development Framework for Learning/Educational Designers 重塑专业身份：学习/教育设计人员的专业发展框架

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/0h2y9675

Zablon Pingo, Suman Laudari, Michael Sankey

引用次数: 0

Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University 英国大学学术顾问和少数民族学生的看法和经历

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI: 10.53761/0jvqt054

David Rogerson, Sarah Bosch, Melissa Jacobi, Sweth Tripathi

{"title":"Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University","authors":"David Rogerson, Sarah Bosch, Melissa Jacobi, Sweth Tripathi","doi":"10.53761/0jvqt054","DOIUrl":"https://doi.org/10.53761/0jvqt054","url":null,"abstract":"Academic advising can support students’ academic development and intrapersonal skills whilst fostering a sense of belonging at university. Despite recent advancements in knowledge and practices, it is not clear how best to support minoritised students, who experience outcome differentials and life circumstances that differ from the majority. Following a reciprocal mentoring programme pairing academic staff and minoritised students at a UK university, we explored students’ academic advising experiences. Qualitative data were collected and analysed via framework analysis. The mentoring led to both groups improving relational understanding. Ten themes categorised into three domains (Personal Factors, Institutional Factors and Interplay Between Personal and Institutional Factors) highlighted complex issues that affect students’ day-to-day lives, their ability to engage with academic advising, and factors that affect academic advising practices. Recommendations such as strategies to improve relationships, structured and developmental advising models, and guidance to improve role-specific clarity are provided.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141108944","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

Enhancing Student Engagement using Artificial Intelligence (AI) and chatbots like ChatGPT 利用人工智能（AI）和聊天机器人（如 ChatGPT）提高学生参与度

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/wzyrwj33

Márta Folmeg, Imre Fekete, Rita Koris

{"title":"Enhancing Student Engagement using Artificial Intelligence (AI) and chatbots like ChatGPT","authors":"Márta Folmeg, Imre Fekete, Rita Koris","doi":"10.53761/wzyrwj33","DOIUrl":"https://doi.org/10.53761/wzyrwj33","url":null,"abstract":"With the advent of the popular use of artificial intelligence (AI), the higher education (HE) sector is now facing a new challenge regarding how to exploit the educational potentials of Human-computer interaction (HCI). Developing students’ AI literacy is now attracting the attention of the HE and HCI research community. This paper aims to explore HE students’ perceptions of efficient and critical use of AI tools, and to systematically map the potential components of AI literacy as a new 21st century skill for HE students. This study applied a qualitative, exploratory approach in the form of semi-structured interviews with HE students. Results indicate that the participants primarily use ChatGPT for tasks such as brainstorming, topic selection, searching for information, and translation. While many find it useful for creating and reformatting texts, some encountered challenges, including generality in responses, outdated information, and issues during exams. Students highlighted its effectiveness in various academic tasks, from writing essays and CVs to language learning and transcription. Instructors’ perspectives on ChatGPT varied, with some advocating for its integration, while others expressed concerns about job security and misinformation. The implications of the study call for a more systematic introduction and discussion around AI literacy in educational settings. ","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684289","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