Innovations in Education and Teaching International最新文献

{"title":"Student success strategies: Approaches to navigating and understanding the determinants of health outside the classroom","authors":"Daniel Terry, Blake Peck, Andrew Smith, Swapnali Gazula","doi":"10.1080/14703297.2023.2283127","DOIUrl":"https://doi.org/10.1080/14703297.2023.2283127","url":null,"abstract":"Research approaches to better engage student learning regarding the determinants of health are somewhat limited. The present study highlights the evolution of an authentic fieldwork assessment and ...","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Flipped instruction: Factors affecting the effects of EFL writing performance","authors":"Hui-Fang Shang","doi":"10.1080/14703297.2023.2283608","DOIUrl":"https://doi.org/10.1080/14703297.2023.2283608","url":null,"abstract":"Numerous studies have been conducted to improve students’ writing performance through flipped instruction. However, some researchers question its effectiveness due to a lack of systematic design. T...","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Class participation points and postgraduate business students’ engagement: the case of a UK university","authors":"O. Raphael Oseghale, Chinedu Ochei, Michael Oyelere, Akua Nyantakyiwaa","doi":"10.1080/14703297.2023.2279576","DOIUrl":"https://doi.org/10.1080/14703297.2023.2279576","url":null,"abstract":"This article seeks to demonstrate how class participation points enhance students’ engagement in response to the increasing quest for pedagogic practices to enhance engagement. This investigation i...","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The dynamics of social performance and cognitive depth between students and teacher in online discussion forums with the SNA and LDA approach","authors":"Wei Xu, Yuhan Chen, Leying Yang","doi":"10.1080/14703297.2023.2282155","DOIUrl":"https://doi.org/10.1080/14703297.2023.2282155","url":null,"abstract":"ABSTRACTOnline discussion forums are crucial educational tools that facilitate interaction between students and teachers. We created an online discussion forum, with the teacher serving as the moderator. 58 posts and 1,955 comments were collected. We analysed these data through Latent Dirichlet Allocation to determine word cooccurrence and extract key topics from the discussions. We examined how the topics and depth of the discussion changed over time and the roles that the students and teacher played in the forum by using time-series data. The results indicate that the teacher played a crucial role in the forum by initially serving as a moderator and then guiding or prompting students to discuss certain topics. Those who participated more actively achieved higher grades, and those that were passive had lower grades at the end Overall, the online discussion forum enhanced the course by helping students understand the core materials and topics in the course.KEYWORDS: Higher educationonline discussion forumLatent Dirichlet Allocationtime-series data Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation Youth Foundation of China [62207026].Notes on contributorsWei XuWei Xu is an associate professor at the College of Educational Science and Technology of Zhejiang University of Technology. Her current research interests include instruction system design, museum learning, and the deep integration of information technology and curriculum. She has published papers in the Journal of Distance Education, China Educational Technology, and Modern Educational Technology.Yuhan ChenYuhan Chen is a postgraduate student at the Department of Education Information Technology of East China Normal University. Her current research interests include artificial intelligence technology application in education.Leying YangLe-Ying Yang is a postgraduate student at the College of Educational Science and Technology of Zhejiang University of Technology. Her current research interests include instruction system design and the deep integration of information technology and curriculum.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘5 secrets they won’t tell you’: The content and rhetoric of YouTube advice videos about searching for a doctoral supervisor","authors":"Sophia Kier-Byfield, James Burford, Emily F. Henderson","doi":"10.1080/14703297.2023.2279580","DOIUrl":"https://doi.org/10.1080/14703297.2023.2279580","url":null,"abstract":"Much guidance on how to identify and contact a doctoral supervisor can be found on YouTube. There is a wealth of advice videos presented by ‘insiders’ including students, academics, consultants and institutional representatives. This article explores such ‘find a supervisor’ videos, characterising them as texts in the broader genre of doctoral writing advice. The article examines a sample of these videos thematically and then discursively, offering insight into the advice they give, as well as their positionality and rhetorical constructions of authority. Although potentially helpful to applicants, particularly those without strong networks, these videos nonetheless contribute to a complex advice market which requires critical scrutiny in terms of motivation and message. The article argues that, although supervisor advice videos may provide accessible support, they also capitalise on doctoral anxiety and perpetuate a culture of compliance with higher education norms, rather than encourage institutional and cultural transformation towards inclusivity.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Health professional education post-COVID: Tips and scholarly learnings","authors":"Sarah Barradell","doi":"10.1080/14703297.2023.2280233","DOIUrl":"https://doi.org/10.1080/14703297.2023.2280233","url":null,"abstract":"ABSTRACTHealth professional education (HPE) has been affected significantly by the COVID-19 pandemic, due to a combination of disruption to healthcare systems, changes to workforce needs, the effects on tertiary education provision and a necessity to innovate. While a challenging time, these were also opportunities in disguise. There is evidence that HPE is historically slow to adapt at the best of times; COVID-19 was an unavoidable catalyst for change. As the world tries to adapt to ‘COVID-19 normal’ life, it is essential that those in HPE consider what a ‘COVID-19 normal’ response might be. The learnings noted in this paper draw on recent literature and aim to help health professional educators consider what we have learned from our experiences during the height of the pandemic and ways of advancing curricula, teaching and learning. While the learnings are drawn from the health professions, they likely have relevance to professional and higher education more broadly.KEYWORDS: COVID-19competenciescurriculumhealth professional educationhigher educationpandemic AcknowledgmentsThank you to Ingrid Scholten for acting as a critical friend and providing encouragement and valuable suggestions.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSarah BarradellSarah Barradell, PhD, is a Senior Lecturer at Swinburne University. Her interests include curriculum development, stewardship, staff-student partnerships and health professional education research.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges of distance education: How to manage the pedagogical process of project-based learning","authors":"Anita Jug Došler, Tita Stanek Zidarič, Metka Skubic","doi":"10.1080/14703297.2023.2281551","DOIUrl":"https://doi.org/10.1080/14703297.2023.2281551","url":null,"abstract":"ABSTRACTThe article addresses the challenges of distance education, i.e. how to manage the pedagogical process of project-based learning (PBL). The research objective was to use PBL as a teaching method where students learn by actively participating in a real professional task – preparing antenatal classes for future parents. We were also interested in developing recommendations for teachers and organisations using PBL in distance education. The study was conducted as mixed-methods research, using qualitative and quantitative data. Forty-four students and 131 future parents participated in the study. Results showed the importance of managing the PBL: learning environment, teamwork, mentoring and the use of information technologies and tools for learning purposes with appropriate didactic and learning strategies. The pedagogical process of PBL in distance education is based on interactive modelling of ICT and virtual reality with didactically integrating professional knowledge and skills in the virtual pedagogical process.KEYWORDS: Distance educationvirtual learning environmentPBLICTstudentsevaluation Disclosure statementNo potential conflict of interest was reported by the author(s).Authors ContributionsAnita Jug Došler, Tita Stanek Zidarič and Metka Skubic: Conceptualisation, Investigation, Formal analysis, Data curation, Writing – original draft, Writing – review and editing.Notes1. The results of the analysis were also one of the topics of the focus interviews.Additional informationNotes on contributorsAnita Jug DošlerAnita Jug Došler is a Senior Lecturer and Teaching Assistant at Midwifery Department at Faculty of Health Sciences, University of Ljubljana. Her research interests include the quality of learning and teaching, pedagogy and mixed methods research and practise. She holds a PhD degree in Pedagogy in the field of Educational Sciences and Teacher Education.Tita Stanek ZidaričTita Stanek Zidarič is a Senior Lecturer at Midwifery Department at Faculty of Health Sciences, University of Ljubljana. She is involved in research in the field of human reproduction and midwifery. She is a delegate for Slovenia at the International Confederation of Midwives. She is a PhD candidate at School of Advanced Social Studies. She is an internationally certified lactation consultant (IBCLC) in the field of breastfeeding for more than ten years.Metka SkubicMetka Skubic is a Lecturer at Midwifery Department at Faculty of Health Sciences, University of Ljubljana. Her research interests include midwifery, andragogy and counselling and therapeutic work with women and their families. Her doctoral dissertation was on the topic of Experiences of motherhood and a supportive therapeutic model in the transition to parenthood in women with the experience of giving birth by caesarean section.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards more effective and equal L2 writing instruction and curriculum: A hidden curriculum agenda","authors":"Yu Zhou, Shulin Yu","doi":"10.1080/14703297.2023.2279568","DOIUrl":"https://doi.org/10.1080/14703297.2023.2279568","url":null,"abstract":"ABSTRACTThis opinion paper focuses on foregrounding the issue of the hidden curriculum in L2 writing and how addressing its negative sides can greatly move forward our understanding of students’ writing learning experiences and further promote more effective and equal writing teaching. Specifically, this paper argues that the negative sides of the hidden curriculum could partially account for students’ dissatisfying writing development and unpleasant writing learning experiences and discusses its possible harm to educational effectiveness and equality. The paper then outlines recommendations for future research and proposes strategies for teaching practitioners to better handle the hidden curriculum.KEYWORDS: Hidden curriculumeducational equalityL2 writinglanguage educationwriting instruction Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Research Services and Knowledge Transfer Office, University of Macau [MYRG2022-00273-FED].Notes on contributorsYu ZhouYu Zhou is a lecturer at School of Foreign Languages and Literatures, Chongqing Normal University, Chongqing, China. She received her PhD degree at Faculty of Education, University of Macau, Macau SAR, China. Her research interests include second language writing, written feedback and writing curriculum. Her publications have appeared in System, Language Teaching Research, Applied linguistics Review and RELC Journal.Shulin YuShulin Yu is an Associate Professor at Faculty of Education, University of Macau, Macau SAR, China. His research interests include second language writing and second language writing teacher education. His publications have appeared in Journal of Second Language Writing, Assessing Writing, Language Teaching Research, Language Teaching and TESOL Quarterly.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering the instructor-student collaborative partnership in China’s higher education: A three-iterative action research","authors":"Fan Ouyang","doi":"10.1080/14703297.2023.2276236","DOIUrl":"https://doi.org/10.1080/14703297.2023.2276236","url":null,"abstract":"","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalisation without international students? Internationalising the curriculum and student experience during the COVID-19 pandemic in Slovakia","authors":"Lucia Hlavatá, Agnes Simon","doi":"10.1080/14703297.2023.2274474","DOIUrl":"https://doi.org/10.1080/14703297.2023.2274474","url":null,"abstract":"","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}