Journal of University Teaching and Learning Practice最新文献_第4页

Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography 艺术基础学科课程的国际化：合作自述

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI: 10.53761/0h9zdb86

Dongmei Li, Jacqueline Dutton, Craig Jeffrey, Wilfred Wang, Wajeehah Aayeshah, René Rejón, Olivia Meehan, Sarah Quillinan

{"title":"Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography","authors":"Dongmei Li, Jacqueline Dutton, Craig Jeffrey, Wilfred Wang, Wajeehah Aayeshah, René Rejón, Olivia Meehan, Sarah Quillinan","doi":"10.53761/0h9zdb86","DOIUrl":"https://doi.org/10.53761/0h9zdb86","url":null,"abstract":"The conceptualisation of internationalisation of the curriculum has evolved over the last 30 years. Simultaneously, its contextual foundation has also gradually shifted from being Euro-centric to encompass a broader landscape beyond the Western domain. Therefore, understanding of Internationalisation of the curriculum needs to include practices in these contexts. This special issue hence has invited researchers and practitioners in the field of higher education internationalisation to participate in this conversation. The focus of the discussion is on emerging and alternative understanding and practices of internationalising the curriculum which include incorporating local cultural values and perspectives in the curriculum. This Special Issue features articles that firmly situate the Internationalisation of teaching, learning, and the curriculum in their specific contexts and acknowledge the influence of important contextual factors on the motivations, processes, and outcomes of internationalisation. Closely associated with taking an inclusive lens in understanding internationalisation of the curriculum, we also discuss the inclusivity of communicating research in this field. Specifically, we discuss the challenges encountered by scholars working outside the English-speaking domain to communicate their research with English-speaking research communities. We hence call for support for international academics from the publication outlets. We hope that this Special Issue constitutes a step towards a more diverse and inclusive scholarship in the field of internationalisation in higher education.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365351","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

Combined on-site and tele-education to develop a locally led audiometry service in Cambodia and Bangladesh 结合现场和远程教育，在柬埔寨和孟加拉国发展当地主导的听力测定服务

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI: 10.53761/g7efw556

Kelley Graydon, Mahmood Bhutta, Julien Zanin, Manuel Loureiro, Asalin Esha, T. Sokdavy, C. Waterworth

{"title":"Combined on-site and tele-education to develop a locally led audiometry service in Cambodia and Bangladesh","authors":"Kelley Graydon, Mahmood Bhutta, Julien Zanin, Manuel Loureiro, Asalin Esha, T. Sokdavy, C. Waterworth","doi":"10.53761/g7efw556","DOIUrl":"https://doi.org/10.53761/g7efw556","url":null,"abstract":"There is a scarcity of audiological training programs in low-and middle-income settings. We aimed to co-develop an audiology training program combining on-site and tele-education at two locations: a charity hospital in Cambodia and a government hospital in Bangladesh. A novel program was designed to train local staff in pure tone audiometry which forms the basis of hearing assessment in adults. Prior to training, there were no in-house audiology services for patients. A combined short bespoke in-country training program, followed by ongoing support through remote live education enabled an audiometry set up. The model also consisted of continuing quality assurance during audiological assessments via an internet platform. The programs have allowed for successful training of seven local health care workers in Cambodia and two in Bangladesh, providing accurate hearing testing of adult patients, with associated streamlining of patient referral pathways. Trainee performance in both contexts has been positive. In Cambodia, trainees exhibit highly proficient audiological skills and assess over 1000 patients annually. In Bangladesh, trainees have gained competency in hearing screening. On-site training followed by remote support allowed for a low-cost model for audiological training. Critical to success was the motivation, trust and engagement of local staff, availability of equipment, and flexibility in teaching style. The program has proven a model of training health care workers in hearing assessments. An additional outcome of this cross-cultural collaboration has been the internationalisation of higher education at home.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366580","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

Understanding and practices of global competence in Sino-foreign cooperative universities 中外合作大学对全球胜任力的理解与实践

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI: 10.53761/aayefg73

Huijuan Zhuang, Lidan Hu, Jiaxin Guo

{"title":"Understanding and practices of global competence in Sino-foreign cooperative universities","authors":"Huijuan Zhuang, Lidan Hu, Jiaxin Guo","doi":"10.53761/aayefg73","DOIUrl":"https://doi.org/10.53761/aayefg73","url":null,"abstract":"In this new era of multiploidization, economic globalization, and cultural diversification, countries are actively advocating the joint construction of a community of shared futures for mankind. This value has led countries pay more attention on global competence (GC). To nurture GC, different higher education institutions have been in action. The nine Sino-foreign cooperative universities (SFCUs) have made outstanding achievements in the cultivation of international talents. However, few studies have assessed how these SFCUs correspond to GC. Therefore, qualitative content analysis was conducted to identify talent cultivation in SFCUs by analyzing the objectives and curriculum documents collected from the websites of these universities. Firstly, the five representative indicator systems were summarised based on the logic of modular elements, subject-object relationships, and action procedures and 20 operational indicators. Second, the objectives of SFCUs were compared to the GC indicators and found to be highly aligned with GC. Finally, the curricula were organized into language courses, literacy courses, and applied courses, which aligned with 20 indicators of GC, reflecting the cultivation of various aspects such as students' global thinking, knowledge of the world's humanities, adaptability, creativity, leadership, respect for cultural diversity, and concern for cultural diversity. This indicator system can support the global competence cultivation of universities in China, creating better alignment with global competence indicators. The results of the study on nine SFCUs can help us understand the current status of global competence in talent cultivation of these universities, and provide recommendation for SFCUs to optimise their talent cultivation strategies.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367159","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 assessment equity using Interactive Oral Assessments 利用互动式口头评估提高评估公平性

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI: 10.53761/4hg1me11

Amita Krautloher

{"title":"Improving assessment equity using Interactive Oral Assessments","authors":"Amita Krautloher","doi":"10.53761/4hg1me11","DOIUrl":"https://doi.org/10.53761/4hg1me11","url":null,"abstract":"Equity in assessment has been a major issue plaguing the higher education sector for a long time and although efforts have been made to implement a variety of assessments to address this issue, the assessment design tends to ignore the increasingly diverse student population. This article assesses the equity of Interactive Oral Assessments (IOAs) based on the principles of the McCES framework: match, comprehensible, challenge, elicit, and scaffold. Accordingly, the process of designing and administering IOAs is compared with each of the five principles and shows that the assessment environment for students from equity backgrounds is significantly improved. To do this, the data collected from teaching staff and students from a two-year mixed methods research project at a regional university in Australia is used to evaluate the claim. The findings demonstrate that IOAs offer an opportunity to assess students’ learning and clarify their ability to achieve learning outcomes which aligns with the McCES framework; therefore, it is argued that IOAs are an equitable assessment approach. The implications of the findings for academics, students, and educational institutions are significant. For academics, they can be confident that their assessment approach is equitable. For non-traditional students, the chances of succeeding in assessments and improvement in learning are enhanced. For educational institutions, a direct impact on reducing the gap between the performance of mainstream students and non-traditional students in relation to retention, attrition, and successful completions is expected.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367594","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

Navigating intercultural competence at home 在家中培养跨文化能力

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI: 10.53761/1m378720

Sharon Schembri

{"title":"Navigating intercultural competence at home","authors":"Sharon Schembri","doi":"10.53761/1m378720","DOIUrl":"https://doi.org/10.53761/1m378720","url":null,"abstract":"A globalised world brings diversity into the classroom and internationalisation to higher education, where intercultural competence comes to the fore. Accommodating interculturality, however, extends beyond the international student cohort and includes heterogeneous domestic cultures, including Indigenous cultures. In the Australian context, historically Aboriginal and Torres Strait Islander peoples have experienced limited access to culturally appropriate health, social and educational services. Accordingly, higher education institutions can be vehicles of change in this regard. More specifically, just as many higher education providers have moved towards internationalised curriculum, there is increasing evidence and intention to introduce Indigenised curriculum where respective educators delivering indigenised curricula need to be culturally competent. Institutions therefore, are offering cultural training programs for educators delivering Indigenised curricula, where recognition of Indigenous cultural competence amongst educators would be useful. Yet, the review presented in this paper demonstrates a gap in literature regarding measurement of cultural and intercultural competence in the context of Australian higher education. To that end, an instrument specifically designed to measure educator intercultural competence in Australia as related to Aboriginal and Torres Strait Islander peoples is proposed. This instrument will enable higher education institutions to document educator Indigenous cultural competence, demonstrate the intercultural skills of their educational staff and continuously improve intercultural competency within the institution.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366387","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

Internationalisation of teaching, learning, and the curriculum in context: Emerging perspectives and new possibilities 教学、学习和课程的国际化背景：新的视角和新的可能性

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI: 10.53761/7hbswk35

Dongmei Li, Tracy X. P. Zou, Pranit Anand, Amita Krautloher

{"title":"Internationalisation of teaching, learning, and the curriculum in context: Emerging perspectives and new possibilities","authors":"Dongmei Li, Tracy X. P. Zou, Pranit Anand, Amita Krautloher","doi":"10.53761/7hbswk35","DOIUrl":"https://doi.org/10.53761/7hbswk35","url":null,"abstract":"The conceptualisation of internationalisation of the curriculum has evolved over the last 30 years. Simultaneously, its contextual foundation has also gradually shifted from being Euro-centric to encompass a broader landscape beyond the Western domain. Therefore, understanding of Internationalisation of the curriculum needs to include practices in these contexts. This special issue hence has invited researchers and practitioners in the field of higher education internationalisation to participate in this conversation. The focus of the discussion is on emerging and alternative understanding and practices of internationalising the curriculum which include incorporating local cultural values and perspectives in the curriculum. This Special Issue features articles that firmly situate the Internationalisation of teaching, learning, and the curriculum in their specific contexts and acknowledge the influence of important contextual factors on the motivations, processes, and outcomes of internationalisation. Closely associated with taking an inclusive lens in understanding internationalisation of the curriculum, we also discuss the inclusivity of communicating research in this field. Specifically, we discuss the challenges encountered by scholars working outside the English-speaking domain to communicate their research with English-speaking research communities. We hence call for support for international academics from the publication outlets. We hope that this Special Issue constitutes a step towards a more diverse and inclusive scholarship in the field of internationalisation in higher education.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367780","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

Efficacy and benefits of virtual mock interviews: Analyzing student perceptions of digital employment preparations 虚拟模拟面试的功效和益处：分析学生对数字化就业准备的看法

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/rvtxt659

LeAnn Wilkie, J. Rosendale

引用次数: 0

Emerging Dynamics of ChatGPT in Academia: A Scoping Review 学术界新出现的 ChatGPT 动态：范围审查

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/b182ws13

Mehul Mahrishi, Asad Abbas, Danica Radovanović

{"title":"Emerging Dynamics of ChatGPT in Academia: A Scoping Review","authors":"Mehul Mahrishi, Asad Abbas, Danica Radovanović","doi":"10.53761/b182ws13","DOIUrl":"https://doi.org/10.53761/b182ws13","url":null,"abstract":"Large Language Models (LLMs) and Generative AI tools are revolutionising every aspect of academia, including medical, physical, and STEM education. They have also proved their mettle in blended learning systems and distance learning programs by improving educational sustainability, accessibility, and engagement. Through this scoping review, we aim to provide an essential overview of the state of the art of ChatGPT from the standpoint of exploring its development, analysing its current trajectory, and emerging dynamics in active research responsible for defining regulations and protocols. The PRISMA benchmarking was used on the Scopus dataset, with 109 papers from 2022 to 2023. Interactive results and bibliographic maps are generated using the Bibliometrix library of R-Studio. The findings are aligned with the research questions and represent exceptional growth in scientific production. Furthermore, relevant avenues for research publications, leading countries, and institutions in the area are also listed. The thematic and trends analysis anticipated that artificial intelligence and generative AI will substantially influence nearly every dimension in the coming years. The review also identified the possible advantages and disadvantages of adopting ChatGPT in higher education and analysed its deployment, considering ethical issues. The research concludes that, apart from ChatGPT, other large language models are also transforming artificial intelligence in education. However, ethical concerns and implications in education highlight vital issues for further research to ensure AI's responsible and ethical use.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248061","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

"I Gave it All, Who Gave it to Me?" A Qualitative Study of Challenges Experienced by Faculty During the COVID-19 Pandemic "我付出了一切，谁又给了我？关于 COVID-19 大流行期间教师所遇挑战的定性研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/hn9nmd88

He Xiao, Supuni Dhameera Silva, D. T. Keifert

{"title":"\"I Gave it All, Who Gave it to Me?\" A Qualitative Study of Challenges Experienced by Faculty During the COVID-19 Pandemic","authors":"He Xiao, Supuni Dhameera Silva, D. T. Keifert","doi":"10.53761/hn9nmd88","DOIUrl":"https://doi.org/10.53761/hn9nmd88","url":null,"abstract":"The COVID-19 pandemic appears to be no more a global health crisis, yet, the aftermath of the pandemic does not simply dissipate. The predicaments higher education faculty wrestled with throughout the pandemic not only represent the evidence of their strains, sacrifices, determination, and beliefs but also harbor implications for higher education’s future. We carried out a phenomenological study and invited faculty to gaze back at consequential difficulties they encountered in navigating the arduous pandemic period. The sample consisted of fourteen faculty of a national public university in U.S. who were in different career stages and had varying levels of teaching experience. One-on-one semi-structured interviews were conducted. Thematic analysis was performed for coding. The analysis yielded four themes: missing engagement and relationships, elusive balance between compassion and integrity, multiplying of labor, and absence of support. The findings revealed the pandemic amplified some issues deeply entrenched in the higher education. Accordingly, we make two calls. The first call is the pedagogical support to faculty for promoting their competence to teach online given the trend of hybrid education. The second call centers on providing faculty occupational support by different stakeholders to validate emotional labor, reduce gender inequalities, alleviate faculty’s already heavy workload, and appreciate the increased complexity of teaching at times of uncertainty. By responding to such calls immediately, thoroughly, and systemically will faculty across gender, race/ethnicity, and academic status, etc., be more empowered, invigorated, and prepared to face the post-pandemic era fraught with challenges and opportunities.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248197","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

Learning from faculty members who carry out inclusive pedagogy in Spanish universities: the importance of accessible methodologies and resources 向西班牙大学开展全纳教学法的教师学习：可利用的方法和资源的重要性

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/ab2y2h09

Rafael Carballo, Anabel Moriña, Ana Castellano-Beltran

{"title":"Learning from faculty members who carry out inclusive pedagogy in Spanish universities: the importance of accessible methodologies and resources","authors":"Rafael Carballo, Anabel Moriña, Ana Castellano-Beltran","doi":"10.53761/ab2y2h09","DOIUrl":"https://doi.org/10.53761/ab2y2h09","url":null,"abstract":"Access to higher education (HE) for students with disabilities has increased considerably over the last decades. Faced with this reality, universities are increasing their effort and resources to provide adequate teaching in order to ensure the retention of students with disabilities (Collins et al., 2018; Gunderson & Cumming, 2023). However, there are still difficulties, such as a lack of accessibility and adaptations in teaching methods, as well as educational resources and assessments that prevent many students with disabilities from successfully completing their studies (Packer et al., 2024; Parsons et al., 2021; Shpigelman et al., 2022). Scientific evidence shows the way forward to design university policies based on the principles of inclusive education. A large number of studies recommend that HE should maximise learning and participation and make them accessible to all students, without exception (Agarwal et al., 2022; Fernández-Batanero et al., 2022; Moriña & Orozco, 2022). Precisely, this paper aims to contribute to the knowledge about inclusive pedagogy through the voice of a group of faculty members who were identified as inclusive educators by their students with disabilities. This study shows the fundamental aspects that participants consider when designing and carrying out teaching practices that respond to the needs of all their students, including students with disabilities.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248204","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