Journal of University Teaching and Learning Practice最新文献_第9页

Understanding Diversity in Undergraduate Learning of Cost-Benefit Analysis 理解成本效益分析在大学生学习中的多样性

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.17

Sarah Yu

引用次数: 0

Practising Student Voice in University Teaching and Learning: Three Anchoring Principles 高校教学中学生声音的三个锚定原则

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.2

A. Cook‐Sather, K. Matthews

引用次数: 1

Supporting student wellbeing as an academic language and learning advisor: Challenges and opportunities 作为学术语言和学习顾问支持学生的福祉:挑战和机遇

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.18

L. Gurney, Vittoria Grossi

{"title":"Supporting student wellbeing as an academic language and learning advisor: Challenges and opportunities","authors":"L. Gurney, Vittoria Grossi","doi":"10.53761/1.20.6.18","DOIUrl":"https://doi.org/10.53761/1.20.6.18","url":null,"abstract":"The provision of academic language and learning (ALL) support to undergraduate and postgraduate students has been a staple across higher education institutions in Australia and New Zealand for some time. However, research has established that there are multiple challenges inherent to working across institutional spaces in the ways that ALL staff do. This has included ambiguity about the parameters of their roles and how they connect with staff and students as support professionals. Furthermore, how advisors respond to student wellbeing as part of the support they offer, and how their own wellbeing is accounted for at work, are not well understood. We draw on data from two recent surveys to explore how ALL advisors in Australia and New Zealand understand and respond to student wellbeing within their practice, how ALL work has been affected by COVID-19, advisors’ needs for support, and the views of managers in relation to these matters. The participants highlighted tensions related to student wellbeing, staff wellbeing, and academic support, which have either been brought about or intensified by the pandemic. As we move towards living with the pandemic, these tensions will need to be addressed by higher education institutions.","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":"49185116","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

Insights and experiences of students about the factors that enhance relational pedagogy in higher education 学生对提升高等教育关系教学法之因素之见解与经验

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.20

Y. Owusu-Agyeman, Semira Pillay

{"title":"Insights and experiences of students about the factors that enhance relational pedagogy in higher education","authors":"Y. Owusu-Agyeman, Semira Pillay","doi":"10.53761/1.20.6.20","DOIUrl":"https://doi.org/10.53761/1.20.6.20","url":null,"abstract":"This study examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, natural care, respect, and mattering. Conversely, factors such as academic achievement support, trust, and teacher responsiveness showed comparatively weak effects on students’ perceptions of relational pedagogy. Similarly, the qualitative data analysed revealed that participants perceived teacher-student interaction and communication, mattering and teacher immediacy, and the ethics of care as the most significant themes that serve to enhance relational pedagogy in the learning environment. The study concludes by highlighting the implications of using relational pedagogy as a tool to address the social, cognitive, and cultural gaps in the teaching and learning processes.","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":"44404623","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

Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines 生成式人工智能:大学生跨学科使用的意识、经验和信心

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.12

Andrew Kelly, Miriam Sullivan, Katrina Strampel

引用次数: 0

Academic Excellence Framework: Towards Sustainable Growth 学术卓越框架：迈向可持续发展

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.6

M. Almarwani

引用次数: 0

Teaching Social Dilemma through Simulating Cooperation: A Classroom Experiment 模拟合作教学中的社会困境——课堂实验

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.3

Jae-Woo Kim, R. Hanneman

{"title":"Teaching Social Dilemma through Simulating Cooperation: A Classroom Experiment","authors":"Jae-Woo Kim, R. Hanneman","doi":"10.53761/1.20.6.3","DOIUrl":"https://doi.org/10.53761/1.20.6.3","url":null,"abstract":"Despite an increased number of case studies simulating social problems in the classroom, due attention has been rarely paid to social dilemma games in light of teaching the key concepts of sociology. We propose a paper-and-pencil experiment designed for sizeable students to simultaneously explore various conditions of sustainable cooperation in a Prisoner’s Dilemma game, with five steps of in-class activities presented in details. We evaluate experimental results quantitatively and the usefulness of game-based learning on the basis of debriefing interviews. Beside positive effects of repeated dyadic interaction and direct communications on cooperation, it is shown that sharing a common goal with group members in the presence of intergroup competition tends to strengthen reputation-based indirect reciprocity. Students seem to learn more deeply and see wider relevance as a product of engaging in the experiment, generating findings from the simulated data, and associating them with real-world examples of reciprocity. Our case study on teaching social dilemma through a simple but novel classroom experiment may provide valuable information to educators and practitioners interested in the effective use of economic games as an interactive teaching method for undergraduates in the setting of higher education.","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":"45575766","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

Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students 教育挑战学生的包容与社会融合：在职和职前教师与大学生的视角

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.7

Sophie Shauli, T. Heiman, D. Shemesh

{"title":"Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students","authors":"Sophie Shauli, T. Heiman, D. Shemesh","doi":"10.53761/1.20.6.7","DOIUrl":"https://doi.org/10.53761/1.20.6.7","url":null,"abstract":"The increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers' self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers.","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":"45748300","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

What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets 什么是学生的声音，什么不是:将对话与基于证据的实践和包容的心态联系起来

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.1

Sally Ashton-Hay, Dylan G. Williams

引用次数: 0

Knowledge, Attitudes, and Practices of Plagiarism by Undergraduate Healthcare Science in Gauteng 豪登省本科医疗科学抄袭的知识、态度和实践

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI: 10.53761/1.20.6.4

Nontembiso Magida, Kyla Cross, Khanyisa Baloyi, Tatum Mitrovich, Lavender Muyengwa, Perseverence Mupambirei, Marizaan Van Der Mescht, M. Graham

{"title":"Knowledge, Attitudes, and Practices of Plagiarism by Undergraduate Healthcare Science in Gauteng","authors":"Nontembiso Magida, Kyla Cross, Khanyisa Baloyi, Tatum Mitrovich, Lavender Muyengwa, Perseverence Mupambirei, Marizaan Van Der Mescht, M. Graham","doi":"10.53761/1.20.6.4","DOIUrl":"https://doi.org/10.53761/1.20.6.4","url":null,"abstract":"Plagiarism is a growing concern in Healthcare Sciences in the current digital era. Plagiarism threatens institutions’ integrity and academic reputation; therefore, it is essential to understand all contributing factors to eradicate unethical practices effectively. The study aimed to establish the knowledge, attitudes, and practices of plagiarism among Healthcare Science students at a selected higher education institution in Gauteng. A cross-sectional study was used, with a total population of 803 second to fourth-year students from the School of Healthcare Sciences, and 83 students completing the survey. Ethical clearance and approval (617/2021) were obtained from the ethics and research committee of a selected higher educational institution in Gauteng. An adapted Likert scale self-reported questionnaire was sent via a Google form link to the teaching platform with the consent form embedded. The statistical Package for Social Science was used to analyse demographic data descriptively, and Spearman’s rho test determined the correlation between study variables. Most students were female (94.0%) and non-native English speakers (71.1%). The majority (83.1%) of the students reported understanding the instances of plagiarism; however, approximately one-third (36.1%) were unable to identify specific instances correctly. Just over half (56.6%) of the students felt self-plagiarism should not be punishable. The correlation between the knowledge of plagiarism and negative attitudes towards plagiarism was found to be statistically significant (p=0.009). The results demonstrated low practice of plagiarism, possibly due to a lack of self-awareness. Therefore, continuous in-depth education on plagiarism and improved policies should be fostered to promote the integrity of future healthcare professionals.","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":"41841826","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