Active Learning in Higher Education最新文献_第8页

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development 学生对书面、音频、视频和面对面反思方法的感知，以促进整体能力发展

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-11-19 DOI: 10.1177/14697874211054449

Cecilia K. Y. Chan, Hannah YH Wong

{"title":"Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development","authors":"Cecilia K. Y. Chan, Hannah YH Wong","doi":"10.1177/14697874211054449","DOIUrl":"https://doi.org/10.1177/14697874211054449","url":null,"abstract":"Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49450362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Helping higher education students succeed: An examination of student attributes and academic grade performance 帮助高等教育学生成功:学生属性和学业成绩的考试

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-11-09 DOI: 10.1177/14697874211055689

Jacalyn M Flom, Karen Y. Green, Steven Wallace

引用次数: 1

Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes 自我评估和随着时间的推移会发生什么:学生和员工的观点，期望和结果

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-11-03 DOI: 10.1177/14697874211054755

Shane McIver, Berni Murphy

{"title":"Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes","authors":"Shane McIver, Berni Murphy","doi":"10.1177/14697874211054755","DOIUrl":"https://doi.org/10.1177/14697874211054755","url":null,"abstract":"Multiple benefits have been attributed to self-assessment and its ability to help develop evaluative judgement among learners. However, student and staff perceptions and what to expect throughout the self-assessment process deserves further scrutiny, particularly at the postgraduate level. To understand how students engage with self-assessment as a new skill, this study examined the experiential observations among postgraduate students and the teaching staff who implemented a self-assessment intervention designed to improve assessment and feedback procedures. Students were invited to self-assess their own written assignments prior to submission. Markers subsequently graded the work, and to provide a useful comparison, incorporated comments regarding the students’ own self-assessment within the feedback. Students from two postgraduate units subsequently completed an online survey (n = 42) describing their impressions and insights regarding the self-assessment process. To expand upon survey findings, six (n = 6) were randomly selected to participate in in-depths interviews. Teaching staff were invited to participate in separate interviews (n = 5). Self-assessment triggered critical thinking and reflection among students and staff alike in different and specific ways. Inductive thematic analysis identified key domains relevant to both cohorts with multiple sub-themes. These related to (a) the ways self-assessment challenged habitual approaches to assessment tasks, (b) the capacity for providing and receiving increasingly meaningful feedback and (c) the need for initial teaching support and resources for ongoing guidance. Educators considering embedding self-assessment will find insights arising from the results useful for unit planning and future assessment design.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"24 1","pages":"207 - 219"},"PeriodicalIF":5.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44751216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students 新冠肺炎危机时期的在线学习：对大学生自主学习的启示

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-10-11 DOI: 10.1177/14697874211051226

Tsai-Yun Mou

{"title":"Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students","authors":"Tsai-Yun Mou","doi":"10.1177/14697874211051226","DOIUrl":"https://doi.org/10.1177/14697874211051226","url":null,"abstract":"This study investigated the intervention of a weekly learning diary on design students’ self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students’ goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"24 1","pages":"185 - 205"},"PeriodicalIF":5.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45910515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

The impact of team-based learning on students’ perceptions of classroom community 团队学习对学生课堂社区认知的影响

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-07-29 DOI: 10.1177/14697874211035078

Christopher W. Parrish, Sarah K. Guffey, David Williams

{"title":"The impact of team-based learning on students’ perceptions of classroom community","authors":"Christopher W. Parrish, Sarah K. Guffey, David Williams","doi":"10.1177/14697874211035078","DOIUrl":"https://doi.org/10.1177/14697874211035078","url":null,"abstract":"Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students’ perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"24 1","pages":"169 - 183"},"PeriodicalIF":5.0,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14697874211035078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45210394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Editorial July 2021 2021年7月社论

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-07-29 DOI: 10.1177/14697874211035009

Virginia Clinton-Lisell

引用次数: 0

To cheat or not to cheat? An investigation into the ethical behaviors of generation Z 作弊还是不作弊?Z世代伦理行为调查

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-05-28 DOI: 10.1177/14697874211016147

Jacalyn M Flom, Karen Y. Green, Steven Wallace

{"title":"To cheat or not to cheat? An investigation into the ethical behaviors of generation Z","authors":"Jacalyn M Flom, Karen Y. Green, Steven Wallace","doi":"10.1177/14697874211016147","DOIUrl":"https://doi.org/10.1177/14697874211016147","url":null,"abstract":"Cheating in higher education has numerous negative implications, including degrading program reputations, inflating student retention rates, and cultivating poor ethical practices, all of which have implications for what students do in the workplace after graduation. Therefore, by understanding the current student population, Generation Z, it is argued that faculty are better equipped to combat cheating behaviors. Grounded in the Theory of Planned Behavior and Deterrence Theory, this study examines factors that faculty can influence, in particular, assignment controls to deter cheating and types of assignments given. Generation Z students indicated that their perceptions of faculty’s use of assignment controls increased their perception of getting caught, which, in turn, decreased cheating intentions. Students were more likely to cheat on coursework over written assignments and examinations. Furthermore, assignment controls create the greatest decrease in coursework cheating. This study has important implications for those involved in minimizing cheating opportunities.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"24 1","pages":"155 - 168"},"PeriodicalIF":5.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14697874211016147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection 提高学习成绩:通过启发性反思加强理论与实践的联系

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-05-12 DOI: 10.1177/14697874211014411

Slaviša Radović, O. Firssova, Hans G. K. Hummel, M. Vermeulen

引用次数: 6

Communities of practice or communicative rationality? A study of autonomous peer assisted learning 实践共同体还是交往理性?自主同伴辅助学习的研究

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-03-05 DOI: 10.1177/1469787421998123

C. Jayathilake, M. Huxham

{"title":"Communities of practice or communicative rationality? A study of autonomous peer assisted learning","authors":"C. Jayathilake, M. Huxham","doi":"10.1177/1469787421998123","DOIUrl":"https://doi.org/10.1177/1469787421998123","url":null,"abstract":"Defined as ‘networks of learning relationships among students and significant others’, peer assisted learning takes a bewildering array of forms in higher education. A useful way to conceptualise these is to draw from ideas of communities of practice and communicative rationality, with the degree of student autonomy a third key element. We illustrate this approach with a study of Kuppi, an example of peer assisted learning initiated and organised entirely by students. We interviewed undergraduate participants from six state universities in Sri Lanka and found strong support for this model of peer assisted learning from student learners and student tutors. These classes are characterised by informality and discussion, flexibility in timing and location and a focus on assessments. Students determine the content and who teaches, whilst tutors give their time without payment, out of fraternity and to improve their own learning and skills. The theory of communicative rationality helped explain much of the attraction of this form of peer assisted learning. There was evidence for a strong community of practice; however apart from peer tutors aspiring to become academics, this involved mostly reinforcement of student identity rather than transformation into emerging roles. The high levels of engagement and student autonomy shown by Kuppi challenge suggestions that peer assisted learning must be organised by tutors if it is to be effective.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"23 1","pages":"205 - 216"},"PeriodicalIF":5.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787421998123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45361735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Mapping pedagogical touchpoints: Exploring online student engagement and course design 绘制教学接触点：探索在线学生参与度和课程设计

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2021-02-01 DOI: 10.1177/1469787421990847

Eseta Tualaulelei, Katie M. Burke, Melissa Fanshawe, C. Cameron

{"title":"Mapping pedagogical touchpoints: Exploring online student engagement and course design","authors":"Eseta Tualaulelei, Katie M. Burke, Melissa Fanshawe, C. Cameron","doi":"10.1177/1469787421990847","DOIUrl":"https://doi.org/10.1177/1469787421990847","url":null,"abstract":"Online learning has been widely adopted in higher education but there is a need to better understand the nature of student engagement with online courses. For example, there are questions about whether students engage with courses as educators intend and what features of online courses engage students to enhance learning. Bringing together student and educator perspectives, this article reports on a study that identified ‘pedagogical touchpoints’ – opportunities within online courses for student engagement – to ascertain whether a better understanding of these could improve online course design and student engagement. Data were collected across three undergraduate online courses. Data analysis produced three key findings: mapping pedagogical touchpoints against dimensions of engagement reveals patterns that may inform enhanced course design, students’ engagement with pedagogical touchpoints varies according to their learning needs and desires, and mapping pedagogical touchpoints can inform course design at both conceptual and practical levels. Discussion of the findings highlights that purposeful design of online courses, including strategic planning for pedagogical touchpoints, can maximise the potential for student engagement and consequent learning.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"23 1","pages":"189 - 203"},"PeriodicalIF":5.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787421990847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45434651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 21