Journal of University Teaching and Learning Practice最新文献_第10页

Effect of COVID-19 on digitalisation of higher education. A tale of one business school 新冠肺炎疫情对高等教育数字化的影响。一所商学院的故事

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.10

Marina Glushenkova, Margherita Zagato

引用次数: 0

Widening participation between 2001 and 2021: A systematic literature review and research agenda 2001年至2021年扩大参与：系统的文献综述和研究议程

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.16

Aaron Tham, M. Raciti, J. Dale

{"title":"Widening participation between 2001 and 2021: A systematic literature review and research agenda","authors":"Aaron Tham, M. Raciti, J. Dale","doi":"10.53761/1.20.6.16","DOIUrl":"https://doi.org/10.53761/1.20.6.16","url":null,"abstract":"Widening participation has been a vehicle to facilitate access and support towards the successful completion of university studies for underrepresented groups who are less likely to pursue higher education. Yet, despite its widely accepted importance and adoption across countries such as Australia and the United Kingdom, studies to date remain largely fragmented – often employed through the lens of a single institution, or a particular priority group. Amidst this backdrop, universities and other higher education providers are increasingly probed as to their role in supporting social capital mobility, of which widening participation plays a vital component in delivering wider societal imperatives. In addition, the COVID-19 effect has worsened university participation and completion rates, as the global pandemic has placed vulnerable students (often those involved in widening participation initiatives) in more precocious conditions than ever before. Nevertheless, the purpose of this paper is to conduct a systematic literature review comprising 102 journal articles that derive 15 meta-themes to provide a timely introspection of widening participation, show key trends over time, and chart future areas of investigation for scholars and practitioners in this space.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509526","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

Blended learning as a site of struggle: A critical realist analysis of students’ perceptions of blended learning and its impact on their sense of belonging 作为斗争场所的混合式学习:对学生对混合式学习的看法及其对他们归属感的影响的批判性现实主义分析

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.15

Alicja Syska, Christie Pritchard

引用次数: 0

Avoiding stuck places: University educators’ views on supporting migrant and refugee students with transitioning through and out of higher education 避免困境：大学教育工作者对支持移民和难民学生完成高等教育过渡的看法

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.19

S. Baker, M. Rose, Clemence Due, Prasheela Karan

引用次数: 0

Student behavioural intentions to use eLearning system in Indonesian higher education during the COVID-19 pandemic: A structural equation model 新冠肺炎大流行期间在印度尼西亚高等教育中使用电子学习系统的学生行为意向：结构方程模型

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.07

Julie Sondakh, S. Asaloei, B. Werang

{"title":"Student behavioural intentions to use eLearning system in Indonesian higher education during the COVID-19 pandemic: A structural equation model","authors":"Julie Sondakh, S. Asaloei, B. Werang","doi":"10.53761/1.20.5.07","DOIUrl":"https://doi.org/10.53761/1.20.5.07","url":null,"abstract":"The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: a) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM)); and b) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM’s AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students’ intention to use eLearning systems in their learning journeys.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41423863","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

Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice 推动高等教育走向人工智能强化教学实践

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.02

Bronwyn Eager, Ryan Brunton

引用次数: 10

The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students – A Meta-Analytic Review 高等教育机构在促进学生创新和创业热情方面的作用——一项元分析综述

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.12

S. Porkodi, Yousef AlBalushi, R. Saranya, Vaidehi Pandurengan

{"title":"The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students – A Meta-Analytic Review","authors":"S. Porkodi, Yousef AlBalushi, R. Saranya, Vaidehi Pandurengan","doi":"10.53761/1.20.5.12","DOIUrl":"https://doi.org/10.53761/1.20.5.12","url":null,"abstract":"With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (rc=0.579) and entrepreneurship educational outcomes (rc=0.331). It is also found that the passion (rc = 0.31) and innovativeness (rc = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (rc = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48066126","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: 1

The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods 基于问题的学习方法在教学研究方法中有效性的定量与定性研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.06

Azam Kaeedi, A. Esfahani, F. Sharifian, Saeed Moosavipour

{"title":"The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods","authors":"Azam Kaeedi, A. Esfahani, F. Sharifian, Saeed Moosavipour","doi":"10.53761/1.20.5.06","DOIUrl":"https://doi.org/10.53761/1.20.5.06","url":null,"abstract":"Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students’ knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47645937","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: 1

An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study 就业能力课程和可转移技能发展的循证方法:混合方法研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.04

Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, T. Overton, A. Ziebell

{"title":"An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study","authors":"Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, T. Overton, A. Ziebell","doi":"10.53761/1.20.5.04","DOIUrl":"https://doi.org/10.53761/1.20.5.04","url":null,"abstract":"Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates’ capabilities and employers’ expectations. These gaps hinder graduates’ ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students’ self-perceived employability pre- and post- module completion were measured, along with post-module reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of ‘awareness of opportunity’, ‘perceptions of future success’, and ‘confidence in skills’. A post hoc analysis indicated significant increases in post-module completion ‘confidence in skills’ for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44836690","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

Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL) 提高患者安全：让学生参与跨专业团队学习（TBL）

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.11

Antonia J. Clarke, Annette W Burgess, Christie van Diggele, J. Bloomfield, C. Schneider, Eszter Kalman, M. Walton

{"title":"Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)","authors":"Antonia J. Clarke, Annette W Burgess, Christie van Diggele, J. Bloomfield, C. Schneider, Eszter Kalman, M. Walton","doi":"10.53761/1.20.5.11","DOIUrl":"https://doi.org/10.53761/1.20.5.11","url":null,"abstract":"Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44882252","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