Pub Date : 2023-02-16DOI: 10.1080/13562517.2023.2177843
C. Glaister, V. Griggs, O. Martinez Gonzalez, M. Hussain
{"title":"Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education","authors":"C. Glaister, V. Griggs, O. Martinez Gonzalez, M. Hussain","doi":"10.1080/13562517.2023.2177843","DOIUrl":"https://doi.org/10.1080/13562517.2023.2177843","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/13562517.2023.2172568
P. Conway
{"title":"‘Education changes a person’: exploring student development in a college-in-prison program through critical andragogy","authors":"P. Conway","doi":"10.1080/13562517.2023.2172568","DOIUrl":"https://doi.org/10.1080/13562517.2023.2172568","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45231536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-13DOI: 10.1080/13562517.2022.2162814
Yuchen Wang
{"title":"‘It is the easiest thing to do’: university students’ perspectives on the role of lecture recording in promoting inclusive education in the UK","authors":"Yuchen Wang","doi":"10.1080/13562517.2022.2162814","DOIUrl":"https://doi.org/10.1080/13562517.2022.2162814","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1080/13562517.2022.2162815
N. Ginsberg, Sherilyn Lennon
{"title":"Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship","authors":"N. Ginsberg, Sherilyn Lennon","doi":"10.1080/13562517.2022.2162815","DOIUrl":"https://doi.org/10.1080/13562517.2022.2162815","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/13562517.2022.2163161
Ngoc Nhu Nguyen (Ruby)
{"title":"Film in university teaching: optimising multimodal pedagogies through film literacy","authors":"Ngoc Nhu Nguyen (Ruby)","doi":"10.1080/13562517.2022.2163161","DOIUrl":"https://doi.org/10.1080/13562517.2022.2163161","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42394686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/13562517.2022.2162816
J. Miller-Young, Marnie V. Jamieson, Seth Beck
Cultivating a sense of belonging can be challenging in online contexts as well as for underrepresented students in engineering education. This study used a mixed methods sequential explanatory design to understand underrepresented students' experiences in a Canadian first-year course. Taking place during remote delivery due to COVID-19, we surveyed students about constructs related to belonging and team experience, finding significant differences between men and women as well as between the majority social group (white and South Asian men) and their peers in terms of whether they valued the diversity of the teaching assistant (TA) team, and whether the course contributed to their sense of belonging in engineering. Follow up interviews shed light on some of the differences in students' perceptions and experiences based on gender and ethnicity, and have implications for inclusive teaching strategies in first-year courses, in particular related to designing team activities and providing supports for peer-TA-instructor interactions.
{"title":"Diverse experiences and belonging in an online, first-year, team-based engineering design course","authors":"J. Miller-Young, Marnie V. Jamieson, Seth Beck","doi":"10.1080/13562517.2022.2162816","DOIUrl":"https://doi.org/10.1080/13562517.2022.2162816","url":null,"abstract":"Cultivating a sense of belonging can be challenging in online contexts as well as for underrepresented students in engineering education. This study used a mixed methods sequential explanatory design to understand underrepresented students' experiences in a Canadian first-year course. Taking place during remote delivery due to COVID-19, we surveyed students about constructs related to belonging and team experience, finding significant differences between men and women as well as between the majority social group (white and South Asian men) and their peers in terms of whether they valued the diversity of the teaching assistant (TA) team, and whether the course contributed to their sense of belonging in engineering. Follow up interviews shed light on some of the differences in students' perceptions and experiences based on gender and ethnicity, and have implications for inclusive teaching strategies in first-year courses, in particular related to designing team activities and providing supports for peer-TA-instructor interactions.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42234043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1080/13562517.2022.2162813
Anita Reitan, Margrethe Waage, Laurence Habib
This article explores lecturers' experience of adapting, shaping and transforming teaching and learning during the COVID-19 pandemic. The study focuses on understanding the challenges and opportunities that are afforded by pandemic-induced changes in terms of digital teaching and learning and their post-pandemic implications. Empirical data were collected through 16 semi-structured interviews with teaching staff at a Norwegian university. The article draws on Max W. Wartofsky's work on artefacts, and uses the categorisation of primary, secondary and tertiary artefacts as a theoretical lens. The data indicates that designing and delivering courses that combine online and in-site teaching is a complex process requiring flexibility and creativity, which needs to be acknowledged by management and budget-allocating entities. Career development is an incentive to invest time in developing digital teaching. Finally, building a community of peers can support course quality and the professional welfare of the teaching staff.
本文探讨了讲师在2019冠状病毒病大流行期间适应、塑造和转变教学的经验。该研究的重点是了解大流行引起的数字教学变化及其大流行后的影响所带来的挑战和机遇。通过对挪威一所大学的教学人员进行16次半结构化访谈，收集了实证数据。这篇文章借鉴了Max W. Wartofsky关于人工制品的工作，并将初级、二级和三级人工制品的分类作为理论视角。数据表明，在线教学和现场教学相结合的课程设计和交付是一个复杂的过程，需要灵活性和创造性，这需要得到管理和预算分配实体的认可。职业发展是投入时间发展数字化教学的一种激励。最后，建立一个同伴社区可以支持课程质量和教师的专业福利。
{"title":"From technology to community: the role of artefacts in teaching and learning during and beyond pandemic times","authors":"Anita Reitan, Margrethe Waage, Laurence Habib","doi":"10.1080/13562517.2022.2162813","DOIUrl":"https://doi.org/10.1080/13562517.2022.2162813","url":null,"abstract":"This article explores lecturers' experience of adapting, shaping and transforming teaching and learning during the COVID-19 pandemic. The study focuses on understanding the challenges and opportunities that are afforded by pandemic-induced changes in terms of digital teaching and learning and their post-pandemic implications. Empirical data were collected through 16 semi-structured interviews with teaching staff at a Norwegian university. The article draws on Max W. Wartofsky's work on artefacts, and uses the categorisation of primary, secondary and tertiary artefacts as a theoretical lens. The data indicates that designing and delivering courses that combine online and in-site teaching is a complex process requiring flexibility and creativity, which needs to be acknowledged by management and budget-allocating entities. Career development is an incentive to invest time in developing digital teaching. Finally, building a community of peers can support course quality and the professional welfare of the teaching staff.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42630400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.1080/13562517.2022.2153589
I. Winkler, I. Rybnikova
{"title":"Identity positions of the resisting student in the academic student resistance discourse","authors":"I. Winkler, I. Rybnikova","doi":"10.1080/13562517.2022.2153589","DOIUrl":"https://doi.org/10.1080/13562517.2022.2153589","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47902651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.1080/13562517.2022.2151835
S. Bowman, Josh Salter, C. Stephenson, Darryl Humble
{"title":"Metamodern sensibilities: toward a pedagogical framework for a wicked world","authors":"S. Bowman, Josh Salter, C. Stephenson, Darryl Humble","doi":"10.1080/13562517.2022.2151835","DOIUrl":"https://doi.org/10.1080/13562517.2022.2151835","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48496246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1080/13562517.2022.2145467
W. Donald, Neil Ford
ABSTRACT Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.
{"title":"Fostering social mobility and employability: the case for peer learning","authors":"W. Donald, Neil Ford","doi":"10.1080/13562517.2022.2145467","DOIUrl":"https://doi.org/10.1080/13562517.2022.2145467","url":null,"abstract":"ABSTRACT Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":"28 1","pages":"672 - 678"},"PeriodicalIF":2.6,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47777610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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