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

Humanising Peer Review with Artificial Intelligence: Paradox or Panacea? 用人工智能实现同行评审的人性化：悖论还是灵丹妙药？

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/xeqvhc70

Joseph Crawford, Kelly-Ann Allen, Jason Lodge

引用次数: 0

Health science students’ well-being during distance learning: a qualitative interview study 健康科学专业学生在远程学习中的幸福感：定性访谈研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/6r577s31

S. Pramila-Savukoski, Raila Kärnä, H. Kuivila, Jonna Juntenen, A. Oikarainen, M. Kääriäinen, K. Hylkilä, K. Mikkonen

{"title":"Health science students’ well-being during distance learning: a qualitative interview study","authors":"S. Pramila-Savukoski, Raila Kärnä, H. Kuivila, Jonna Juntenen, A. Oikarainen, M. Kääriäinen, K. Hylkilä, K. Mikkonen","doi":"10.53761/6r577s31","DOIUrl":"https://doi.org/10.53761/6r577s31","url":null,"abstract":"The recent shift from face-to-face learning to distance learning has affected students’ well-being, which could impact commitment to studies and lead to delays or interruptions. The aim of this study was to describe health science students’ experiences of well-being during the distance learning and social isolation resulting from the COVID-19 pandemic. A qualitative descriptive interview study was conducted with virtual semi-structured individual interviews. A total of 15 first-year health science students participated. Content analysis was used to analyse the data. The study identified six main categories of well-being: social relationships; healthy lifestyle; versatile everyday life; psychophysical well-being; the physical living environment; and adaptation to a new situation. The participants mainly reported satisfactory well-being, but they needed support to maintain it. The study showed that students’ well-being and resilience increased when distance learning lasted longer. In the future, it will be important to study how to combine the flexibility of distance learning with the communality of contact teaching.","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":"140250115","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

Investigating the Efficacy and Sustainability of Virtual Education Courses 调查虚拟教育课程的有效性和可持续性

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/30maba42

Caitlin Reigel, Nouran Ajabnoor

{"title":"Investigating the Efficacy and Sustainability of Virtual Education Courses","authors":"Caitlin Reigel, Nouran Ajabnoor","doi":"10.53761/30maba42","DOIUrl":"https://doi.org/10.53761/30maba42","url":null,"abstract":"As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.","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":"140250310","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

Working From Home in Higher Education: A Systematic Review 高等教育中的在家工作：系统回顾

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/vn71sq54

Ishaq Al-Naabi, Nahid Al-Shukaili

引用次数: 0

Video Listening Journals and Enhanced EFL Listening Skills 视频听力日记与提高 EFL 听力技能

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/stbpjr54

Paul Gonzalez-Torres, Lida Solano

{"title":"Video Listening Journals and Enhanced EFL Listening Skills","authors":"Paul Gonzalez-Torres, Lida Solano","doi":"10.53761/stbpjr54","DOIUrl":"https://doi.org/10.53761/stbpjr54","url":null,"abstract":"This study aimed to test the effectiveness of listening journals through videos in enhancing EFL listening skills among students in an English teaching program at a university in Loja, Ecuador. The sample consisted of 62 students, who were divided into intervention and control groups. The intervention group used listening journals during the instruction period for five months, while the control group received regular instruction without the use of listening journals. A parallel mixed-method design was employed, which included a quasi-experimental approach involving pre- and post-tests for both groups. The intervention group also completed a questionnaire about their perceptions of the use of listening journals, and their reflections were collected from the journals. The results revealed that the intervention group demonstrated greater improvement in their listening skills than the control group. Furthermore, the use of listening journals through videos was found to be beneficial, with students reporting that it helped them identify their strengths and weaknesses in listening, learn new phrases and words, become aware of pronunciation errors, and have more opportunities to practice listening skills. However, students also encountered difficulties in understanding some information and learning new vocabulary.","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":"140250806","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

The role of technology-mediated feedback pre and post COVID-19: A case study of first-year communication students COVID-19 前后技术中介反馈的作用：传播学一年级学生的案例研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/qrbshh97

Sally Lewis, Thai McGill, Lisa-Angelique Lim, Rebecca Godwin

{"title":"The role of technology-mediated feedback pre and post COVID-19: A case study of first-year communication students","authors":"Sally Lewis, Thai McGill, Lisa-Angelique Lim, Rebecca Godwin","doi":"10.53761/qrbshh97","DOIUrl":"https://doi.org/10.53761/qrbshh97","url":null,"abstract":"As universities welcome students who completed their secondary education during the disruptive period of the COVID-19 pandemic, it is timely to consider if their prior learning experiences influence receptiveness to technology-mediated communication. Australian Year 12 students struggled to stay motivated and connected with their learning during the pandemic, while also experiencing an increase in screen time of more than a day each week. Studies also indicate more secondary school students felt disengaged with online learning, likely due to the pandemic forcing them to learn online. This study explored commencing university student online activity and performance in a first-year course with technology-mediated communication in 2022 (n=118) and compared results with a similar pre-pandemic course in 2019 (n=192). Learning analytics data was used to create technology-mediated feedback based on student interaction with the course content and student learning experiences were evaluated. Course engagement data and a range of metrics were examined including the frequency of access to course information and assessment related content. Course performance data including final course grades and individual assessment results was also collected and examined. While an early outcome of research on post-pandemic technology-mediated communication, our findings suggest the 2022 student cohort were less receptive to technology-mediated feedback when compared to the pre-pandemic cohort.","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":"140249479","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

Developmental Changes of the Responses to Peer Assessment of Group Projects: a Case Study of Civil Engineering Undergraduates 土木工程专业本科生对小组项目同行评估反应的发展变化：一项案例研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-03-12 DOI: 10.53761/98v13y53

Piyal Wasantha Pallewela Liyanage, Kirsten Black, Sam Fragomeni

{"title":"Developmental Changes of the Responses to Peer Assessment of Group Projects: a Case Study of Civil Engineering Undergraduates","authors":"Piyal Wasantha Pallewela Liyanage, Kirsten Black, Sam Fragomeni","doi":"10.53761/98v13y53","DOIUrl":"https://doi.org/10.53761/98v13y53","url":null,"abstract":"The changes in the responding behaviour to peer assessments of group projects as students progress through their studies were explored to assist educators in designing peer assessment tools to suit students’ maturity levels and better understand the students’ responses to peer assessments. We collected and analysed the responses to a peer assessment tool after group project assignments of a group of civil engineering undergraduate students in their second and third years. The responses displayed a relatively higher satisfaction level by the students on their peers’ contribution to the group projects in both units, with a markedly higher satisfaction level in the third year of study than in the second year. The data also suggests that smaller groups tend to have higher peer satisfaction levels among group members than in bigger groups. Average peer rating versus group mark comparison was identified as a reliable indicator to identify groups that had internal issues while working on group projects but were not openly disclosed. Responses to individual criteria of the peer assessment tool confirmed that the group members are highly satisfied with each other’s attendance in group meetings and are increasingly satisfied with each other’s intellectual contribution towards the group project as the year level progresses. Given the participants in this study belong to one specific discipline, the results may not be generalisable to the entire student population, and we encourage more research in this area.","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":"140250593","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

Expanding faculty development through capacity-building: An institutional case study 通过能力建设扩大教师发展：机构案例研究

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-01-31 DOI: 10.53761/1.21.2.11

Vicki Baker, Andrew Christopher, Sarah Noah

引用次数: 0

The success, satisfaction and experiences of international students in an immersive block model 国际学生在沉浸式教学模式中的成功感、满意度和体验

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-01-31 DOI: 10.53761/1.21.2.08

E. Goode, Thomas Roche, Erica Wilson, Jacky Zhang, John W. McKenzie

{"title":"The success, satisfaction and experiences of international students in an immersive block model","authors":"E. Goode, Thomas Roche, Erica Wilson, Jacky Zhang, John W. McKenzie","doi":"10.53761/1.21.2.08","DOIUrl":"https://doi.org/10.53761/1.21.2.08","url":null,"abstract":"Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139590730","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

“Can we not do group stuff?”: Student insights on implementing co-creation in online intensive programs "我们能不能不做小组活动？学生对在在线强化课程中实施共同创造的见解

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-01-31 DOI: 10.53761/1.21.2.05

Samantha Newell, Natasha van Antwerpen

{"title":"“Can we not do group stuff?”: Student insights on implementing co-creation in online intensive programs","authors":"Samantha Newell, Natasha van Antwerpen","doi":"10.53761/1.21.2.05","DOIUrl":"https://doi.org/10.53761/1.21.2.05","url":null,"abstract":"The demand for intensive educational experiences is increasing, necessitating a focus on ensuring quality and providing adequate student support. Increasing opportunities for student collaboration, including teacher/student co-creation of learning materials, has strong potential to increase engagement and support. Given increased interest in co-creation within education and research more broadly, we explored student perspectives on this novel approach within online intensive modes of teaching with a focus on feasibility and implementation. Two focus groups were conducted with students (N = 16), including discussion of their preferences and barriers for implementing co-creation initiatives in an intensive program. Thematic analysis was then conducted, generating five themes. Students see co-creation as beneficial for self-development and connections (Theme 1), but also identify barriers such as its perception as another group assignment (Theme 2). Students believe successful co-creation requires a “type” of student who is intrinsically motivated and career-driven (Theme 3). Concerns exist about co-creation being an additional workload, emphasising the need for clear roles (Theme 4). Students’ views on co-creation vary, with differing opinions on its practicality (Theme 5). The findings suggest that successful implementation of co-creation initiatives requires careful consideration of barriers while addressing student concerns and leveraging their intrinsic motivation. For educators in intensive programs, it is crucial to provide incentives, collaborate on feasible time slots, establish clear objectives and timelines, offer guidance and support, and celebrate student achievements to effectively incorporate co-creation activities. By understanding students’ perceptions and preferences, educators can better support student collaboration, which is crucial for students’ development in intensive programs.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139590886","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