Journal of University Teaching and Learning Practice最新文献_第5页

A pilot study of transdisciplinary graduate capabilities, interpersonal communication, and technical competence: Bachelor of Applied IT and Master of Social Work student partnership 跨学科研究生能力、人际沟通和技术能力的试点研究：应用IT学士和社会工作硕士学生伙伴关系

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.10

H. Gallagher, Jianqiang Liang, G. Torrisi-Steele, Slyvia Ramsay

{"title":"A pilot study of transdisciplinary graduate capabilities, interpersonal communication, and technical competence: Bachelor of Applied IT and Master of Social Work student partnership","authors":"H. Gallagher, Jianqiang Liang, G. Torrisi-Steele, Slyvia Ramsay","doi":"10.53761/1.20.5.10","DOIUrl":"https://doi.org/10.53761/1.20.5.10","url":null,"abstract":"Academics at Griffith university envisioned a complementary learning and supportive relationship could be developed between Bachelor of Information Technology (BAIT) students and Master of Social Work (MSW) students. Discussions between discipline specific staff highlighted that each discipline had strengths and expertise that could assist students to overcome challenges brought about by systemic changes in tertiary education, gaps in skillsets and curriculum, and workforce expectations. Pressures included students attending university from culturally and linguistically diverse backgrounds, the increasing importance of information technology (IT) in the classroom and workplace, as well as the requirement to communicate effectively across a range of disciplines. Working, interacting, and communicating effectively in cross-discipline and culturally diverse environments is a requisite for all graduates, however academics found there were few opportunities for students to partner across disciplinary silos. Staff from both disciplines collaborated to develop a conversational pedagogical framework to underpin a pilot program to support peer learning, using active problem-based learning with IT and social work students. The pilot program evidenced a complementary transdisciplinary, learning partnership and enabled students from IT to help students from social work develop IT skills, while social work students assisted IT students to become more confident in their interpersonal communication skills.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46245773","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

Developing Researcher Identity Through the PhD Confirmation 通过博士学位确认培养研究者身份

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.16

M. Heron, N. Yakovchuk, H. Donaghue

引用次数: 0

Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond 人工智能和作者编辑政策：ChatGPT、Bard Bing AI及其他

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.01

J. Crawford, Michael Cowling, Sally Ashton-Hay, J. Kelder, R. Middleton, Gail Wilson

{"title":"Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond","authors":"J. Crawford, Michael Cowling, Sally Ashton-Hay, J. Kelder, R. Middleton, Gail Wilson","doi":"10.53761/1.20.5.01","DOIUrl":"https://doi.org/10.53761/1.20.5.01","url":null,"abstract":"Artificial intelligence and large-language model chatbots have generated significant attention in higher education, and in research practice. Whether ChatGPT, Bard, Jasper Chat, Socratic, Bing AI, DialoGPT, or something else, these are all shaping how education and research occur. In this Editorial, we offer five editorial principles to guide decision-making for editors, which will also become policy for the Journal of University Teaching and Learning Practice. First, we articulate that non-human authorship does not constitute authorship. Second, artificial intelligence should be leveraged to support authors. Third, artificial intelligence can offer useful feedback and pre-review. Fourth, transparency of artificial intelligence usage is an expectation. And fifth, the use of AI in research design, conduct, and dissemination must comply with established ethical principles. In these five principles, we articulate a position of optimism for the new forms of knowledge and research we might garner. We see AI as a mechanism that may augment our current practices but will not likely replace all of them. However, we do issue caution to the limitations of large language models including possible proliferation of poor-quality research, Stochastic Parroting, and data hallucinations. As with all research, authors should be comfortably familiar with the underlying methods being used to generate data and should ensure a clear understanding of the AI tools being used prior to deployment for research.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632801","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

The Evolution of Long-Term Fieldwork-Based Teaching in Heritage Management: Implications for Non-placement Work Integrated Learning 遗产管理长期田野调查教学的演变：对非安置工作综合学习的启示

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.09

N. Gill, Deborah Gough

{"title":"The Evolution of Long-Term Fieldwork-Based Teaching in Heritage Management: Implications for Non-placement Work Integrated Learning","authors":"N. Gill, Deborah Gough","doi":"10.53761/1.20.5.09","DOIUrl":"https://doi.org/10.53761/1.20.5.09","url":null,"abstract":"From a tradition of fieldwork-based teaching in geography, we consider the intersections of fieldwork sites and their social and spatial relationships for implications for non-placement work integrated learning (NPWIL). As the skills agenda gathers pace in universities it is critical to understand forms of NPWIL and their development. As a form of NPWIL in geography and related disciplines, fieldwork generates a range of personal, professional and academic skills for students. Through a case study of site-based fieldwork for cultural heritage teaching, we examine how such teaching can expand our understanding of this form of NPWIL. In contrast to ideas of university work including WIL as characterized and bounded by temporal linearity, we argue for seeing WIL in terms of non-linear temporality and slow “innovation flow”. We link this analysis of WIL with understandings of cultural heritage and heritage sites as also non-linear and emergent in both time and space. We reflect on a detailed case study of heritage management teaching that draws on fieldtrip and a long-term relationship with a heritage site that is an historic coal mine. Over time the evolution of the field trip shows that the site itself is a key agent in this form of NPWIL. The site embodies and generates a range of changing social and spatial relationships with community, heritage managers, and other sites linked to the mine and its history. This networked perspective on fieldwork sites illustrates how supporting “slow innovation” in fieldwork based NPWIL can facilitate beneficial teaching and other outcomes.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44343682","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

Is Artificial Intelligence Really the Next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper 人工智能真的是高等教育学习和教学的下一件大事吗?一篇概念性论文

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.05

X. O’Dea, Mike O’Dea

{"title":"Is Artificial Intelligence Really the Next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper","authors":"X. O’Dea, Mike O’Dea","doi":"10.53761/1.20.5.05","DOIUrl":"https://doi.org/10.53761/1.20.5.05","url":null,"abstract":"Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and up-skilling academic tutors for AI.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45982161","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

Flipped Classroom: Students’ Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program 翻转课堂：学生在完全翻转课程中对关系、能力和自主性的认知需求

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.03

Amrinder Khosa, Steven Burch

{"title":"Flipped Classroom: Students’ Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program","authors":"Amrinder Khosa, Steven Burch","doi":"10.53761/1.20.5.03","DOIUrl":"https://doi.org/10.53761/1.20.5.03","url":null,"abstract":"This study examines how the flipped classroom approach to teaching and learning supports or inhibits the cognitive needs of relatedness, competence, and autonomy, leading to either increased or decreased levels of motivation. We use semi-structured interviews involving twenty-two students and five facilitators in an Australian university to qualitatively investigate perceptions of motivation through the lens of self-determination theory (SDT). Using thematic analysis, our findings reveal that the flipped classroom approach supports students’ cognitive need for relatedness by providing more opportunities for interaction in the classroom. Further, relatedness has been shown to facilitate internalisation and support competence as a result of students supporting each other. However, our findings demonstrate that despite overall satisfaction with the flipped learning environment, the students raised concerns about how the learning is executed. Among recommendations for pedagogical practices, academics and education providers are urged to create an environment that supports a sense of belongingness and self-endorsement of learning activities among students to promote more autonomous forms of motivation.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44385236","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

Assessment Strategies in Online Learning Environments During the COVID-19 Pandemic in Oman 2019冠状病毒病大流行期间阿曼在线学习环境的评估策略

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.08

A. Al-Maqbali, Abdullah Al-Shamsi

{"title":"Assessment Strategies in Online Learning Environments During the COVID-19 Pandemic in Oman","authors":"A. Al-Maqbali, Abdullah Al-Shamsi","doi":"10.53761/1.20.5.08","DOIUrl":"https://doi.org/10.53761/1.20.5.08","url":null,"abstract":"The shift to successful online learning requires online assessment strategies that could facilitate the learning and teaching process and determine the achievement of learning outcomes. This study examined how students’ achievement was assessed in an online learning environment during the COVID-19 pandemic and how the College of Education (COE) responded to the shift to online assessment strategies. A mixed-method design using questionnaires and interviews was conducted to collect data from academic staff at COE at Sultan Qaboos University. The study sample consisted of (n=60) academic staff who agreed to answer the research questionnaire. Moreover, the researchers interviewed four academic staff who were experts in online assessment and teachers of practical courses. The interview data were analysed and corroborated with evidence from documents issued by the COE and SQU. The study’s findings showed that the academic staff applied various online assessment strategies to measure the learners’ achievement. The most applied online assessment strategies were individual projects, presentations, online discussions, and written assignments. The study also found that the COE took measures to enhance its online assessment procedures, including developing an online assessment policy, providing professional development programs, workshops and webinars, and encouraging its staff to conduct further studies to improve online learning practices. Based on the findings, the study suggested some educational implications and recommendations.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44618844","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

Retaining Students to Completion: A Qualitative Study of Institutional Factors 留住学生完成学业：制度因素的定性研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.14

R. Ruegg

引用次数: 0

The Development of Graduate Attributes through engineering education 工程教育对毕业生素质的培养

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.15

T. Y. Pang, A. Kootsookos, Elena Piragova

{"title":"The Development of Graduate Attributes through engineering education","authors":"T. Y. Pang, A. Kootsookos, Elena Piragova","doi":"10.53761/1.20.5.15","DOIUrl":"https://doi.org/10.53761/1.20.5.15","url":null,"abstract":"Educators constantly need to make adjustments to their pedagogy and learning activities to reflect the fast changes in society, the economy and industry. This has been clearly demonstrated throughout the world in the response to the COVID-19 pandemic required fully remote delivery of tertiary education. The aim of this study was comparing the experiences and perceptions of tertiary students in a fully online and a blended delivery mode, particularly in response to their laboratory skills and development of graduate attributes. Pedagogical aspects were kept consistent across delivery modes to minimise the differences in learning activities across cohorts. A comparison was made between the 2020 fully online cohort and the 2021 blended delivery cohort. The students were asked about their perceptions of how well they thought the course developed their graduate attributes; how authentic they thought the course was; and how easy the content was to navigate and understand. A mixed methods approach was used, where both quantitative and qualitative data was gathered. The blended delivery mode students appeared to benefit from having a specific reflective task, which allowed them to see their learning in a broader context. The paper discusses the blending and online learning from the students’ perspectives of developing graduate attributes and experiential learning. Specifically, where hands on skills are required, students need further guidance in “learning how to learn” or metacognition. A key challenge for future blended learning is getting the balance right between achieving efficiency in online learning and lack of social and dynamic interactions aspect of the online community.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42985379","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

Conceptualising, evaluating and supporting the development of cosmopolitan values in internationalised higher education: A capabilities approach 国际化高等教育中国际化价值观的概念化、评估和支持:一种能力方法

Journal of University Teaching and Learning Practice Pub Date : 2023-05-29 DOI: 10.53761/1.20.5.17

Stephanie Bridges

{"title":"Conceptualising, evaluating and supporting the development of cosmopolitan values in internationalised higher education: A capabilities approach","authors":"Stephanie Bridges","doi":"10.53761/1.20.5.17","DOIUrl":"https://doi.org/10.53761/1.20.5.17","url":null,"abstract":"Internationalised higher education literature draws attention to the tension between the economic returns of recruiting overseas students and the personal, social and cultural possibilities offered. This paper advances the idea that fostering cosmopolitan values might be an educational focus for internationalisation. However, it appears that the creation of higher education learning environments which promote such values, offering opportunities for students to become more interculturally aware is yet to be achieved. Drawing on the ‘capability approach’ of Amartya Senand Martha Nussbaum, an ‘intercultural capability set’ was constructed as a means of operationalising cosmopolitan values within higher education. Analysis of data from 44 interviews with undergraduate home and international pharmacy students through the lens of capability enabled the identification of factors within the academic environment which act to promote or inhibit the development of intercultural relationships, learning and more cosmopolitan selves. Curriculum, pedagogy and assessment should be therefore examined for their potential to enhance opportunities for intercultural engagement and capability expansion, with participatory dialogue, including staff, students, university departments and stakeholders, about valued outcomes for a university education. It is argued that the capability approach provides a sound basis for operationalising and evaluating efforts to develop students with cosmopolitan values for the present and contributing as future members of society.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741460","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