Sarah N. Robertson, John Steele, B. Jean Mandernach
This study sought to define and measure online undergraduate students' perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their ability to provide immediate feedback. Interactive phone calls (M=3.24) were the least valuable in the area of familiarity. Results indicate all instructor presence techniques had value, but some were more valuable than others.
{"title":"Exploring Value Variations in Instructor Presence Techniques for Online Students","authors":"Sarah N. Robertson, John Steele, B. Jean Mandernach","doi":"10.46504/16202101ro","DOIUrl":"https://doi.org/10.46504/16202101ro","url":null,"abstract":"This study sought to define and measure online undergraduate students' perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their ability to provide immediate feedback. Interactive phone calls (M=3.24) were the least valuable in the area of familiarity. Results indicate all instructor presence techniques had value, but some were more valuable than others.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90745625","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}
Collaborative Autoethnography (CAE) is an emerging practice that combines group interaction with qualitative research. Group projects are often deployed in course design to maximize the value of collaborative learning environments. Using existing scholarship, we describe best practices for group projects that apply principles of CAE. To advance the premise of the paper beyond descriptive summaries of pedagogical inquiry, we utilize a best practices mechanism to present a coherent guide for project collaborators to use in various classroom settings. The best practices proposed are research validated by existing CAE and project management literature.
{"title":"Collaborative Autoethnography: Best Practices for Developing Group Projects","authors":"Elizabeth Hornsby, Allyson L. Davis, James Reilly","doi":"10.46504/16202105ro","DOIUrl":"https://doi.org/10.46504/16202105ro","url":null,"abstract":"Collaborative Autoethnography (CAE) is an emerging practice that combines group interaction with qualitative research. Group projects are often deployed in course design to maximize the value of collaborative learning environments. Using existing scholarship, we describe best practices for group projects that apply principles of CAE. To advance the premise of the paper beyond descriptive summaries of pedagogical inquiry, we utilize a best practices mechanism to present a coherent guide for project collaborators to use in various classroom settings. The best practices proposed are research validated by existing CAE and project management literature.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"175 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83387114","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}
College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.
{"title":"The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course","authors":"Valerie Whittlesey, H. Steiner","doi":"10.46504/16202103wh","DOIUrl":"https://doi.org/10.46504/16202103wh","url":null,"abstract":"College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91017565","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}
{"title":"From Evidence to Imagination","authors":"James M. Lang","doi":"10.46504/16202100la","DOIUrl":"https://doi.org/10.46504/16202100la","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74387325","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}
This essay outlines a participative team formation process for class projects with resources to support instructors in implementing this process. This hybrid process, integrating self-selection and teacher assigned methods, includes four touch points that foster students’ awareness of effective team behaviors and the presence (or absence) of these behaviors within themselves and in team members. The awareness can provide students the foundation for developing team skills—beneficial in both team projects and in organizational teams.
{"title":"Fostering Student Awareness of Team Skills: A Participative Team Formation Process for Class Projects","authors":"Gregory Berka, Amber Greenwood, J. Lee","doi":"10.46504/16202106be","DOIUrl":"https://doi.org/10.46504/16202106be","url":null,"abstract":"This essay outlines a participative team formation process for class projects with resources to support instructors in implementing this process. This hybrid process, integrating self-selection and teacher assigned methods, includes four touch points that foster students’ awareness of effective team behaviors and the presence (or absence) of these behaviors within themselves and in team members. The awareness can provide students the foundation for developing team skills—beneficial in both team projects and in organizational teams.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89195365","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}
{"title":"A Student Perspective on Contract Grading","authors":"Taylor Lucas","doi":"10.46504/16202100slu","DOIUrl":"https://doi.org/10.46504/16202100slu","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77837198","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}
A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.
{"title":"Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession","authors":"Misty G. Smith","doi":"10.46504/16202102sm","DOIUrl":"https://doi.org/10.46504/16202102sm","url":null,"abstract":"A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80089977","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}
H. Searight, Alyssa Burnash, Molly Campbell, M. Chmielewski, Morgan Edmonds, H. Gregg, L. Johnson, Ellie Lytle, K. Mills, Natalie Nowak, Camdyn Odykirk, Kaycie Rachels, Mikayla Schrotenboer, Sierra Strutz, Teresa VanDyke, Sydney Zuke, Michał Żurek
{"title":"The Use of Feature Film for Teaching Undergraduate Bioethics: Course Format and Assessment through Student Narratives","authors":"H. Searight, Alyssa Burnash, Molly Campbell, M. Chmielewski, Morgan Edmonds, H. Gregg, L. Johnson, Ellie Lytle, K. Mills, Natalie Nowak, Camdyn Odykirk, Kaycie Rachels, Mikayla Schrotenboer, Sierra Strutz, Teresa VanDyke, Sydney Zuke, Michał Żurek","doi":"10.46504/15202002se","DOIUrl":"https://doi.org/10.46504/15202002se","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"33-51"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863180","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}
Responding to the call to build teacher interculturality in more dynamic ways, this paper analyzes developmental trajectories of three pre‐service teachers enrolled in a course on language and culture in a master’s in second language teaching program at a U.S. university. From a sociocultural theory perspective, the article illustrates the various ways in which the pre‐service teachers incorporated (or not) the mediational means available to them. The article findings support the claim about the sociocultural nature of human learning, while the analysis informed by a sociocultural perspective on learning explicates why intercultural learning can be more enriching for some participating pre‐service teachers than for others. In line with the sociocultural perspective on human learning, the article highlights the importance of the affective dimension and activity for promoting teacher learning and argues for the need to better understand the process of teachers’ application of new understandings into their practice. Besides, the article demonstrates the value of teacher educators’ reflection on their work. It ends with pedagogical implications for language teacher educators. In line with the recent call by Smolcic and Arends (2017) to build teacher interculturality in more dynamic ways, this article analyzes developmental paths of three pre‐service teachers participating in a project introduced into a course on language and culture in a master’s for second language teaching program at a U.S. university. Recent inquiries into teacher intercultural learning highlight the necessity to expose future language teachers to the fluid nature of culture rather than to learn about cultural differences and facts in the context of promoting culturally responsive pedagogy (Black & Bernades, 2014; Dervin, 2015; Hoyt, 2015; Jokikokko, 2010; Smolcic & Arends, 2017). Besides, we witness a shift away from the word intercultural competence since it pre‐supposes an endpoint in the learning process about cultures and a preference for the term intercultural learning (Smolcic & Arends, 2017). A project reflecting these developments in the field was integrated into the course on language and culture offered to prospective language teachers in the master’s program at a U.S. university with the following goals in mind: 1. to increase prospective teachers’ self‐ awareness in terms of culture; 2. to promote re‐thinking and re‐design of one’s teaching practices in the classroom given new understandings. The study’s unique contributions lie in: 1. proposing a way to engage prospective language teachers in conceptualizing culture in more dynamic ways; 2. investigating the unique developmental trajectories of participating pre‐service teachers from a sociocultural perspective. In particular, while teachers’ engagement in ethnographic interviews has been examined in the con
{"title":"Language Teachers’ Intercultural Learning: A Sociocultural Perspective","authors":"Ekaterina Arshavskaya","doi":"10.46504/15202004ar","DOIUrl":"https://doi.org/10.46504/15202004ar","url":null,"abstract":"Responding to the call to build teacher interculturality in more dynamic ways, this paper analyzes developmental trajectories of three pre‐service teachers enrolled in a course on language and culture in a master’s in second language teaching program at a U.S. university. From a sociocultural theory perspective, the article illustrates the various ways in which the pre‐service teachers incorporated (or not) the mediational means available to them. The article findings support the claim about the sociocultural nature of human learning, while the analysis informed by a sociocultural perspective on learning explicates why intercultural learning can be more enriching for some participating pre‐service teachers than for others. In line with the sociocultural perspective on human learning, the article highlights the importance of the affective dimension and activity for promoting teacher learning and argues for the need to better understand the process of teachers’ application of new understandings into their practice. Besides, the article demonstrates the value of teacher educators’ reflection on their work. It ends with pedagogical implications for language teacher educators. In line with the recent call by Smolcic and Arends (2017) to build teacher interculturality in more dynamic ways, this article analyzes developmental paths of three pre‐service teachers participating in a project introduced into a course on language and culture in a master’s for second language teaching program at a U.S. university. Recent inquiries into teacher intercultural learning highlight the necessity to expose future language teachers to the fluid nature of culture rather than to learn about cultural differences and facts in the context of promoting culturally responsive pedagogy (Black & Bernades, 2014; Dervin, 2015; Hoyt, 2015; Jokikokko, 2010; Smolcic & Arends, 2017). Besides, we witness a shift away from the word intercultural competence since it pre‐supposes an endpoint in the learning process about cultures and a preference for the term intercultural learning (Smolcic & Arends, 2017). A project reflecting these developments in the field was integrated into the course on language and culture offered to prospective language teachers in the master’s program at a U.S. university with the following goals in mind: 1. to increase prospective teachers’ self‐ awareness in terms of culture; 2. to promote re‐thinking and re‐design of one’s teaching practices in the classroom given new understandings. The study’s unique contributions lie in: 1. proposing a way to engage prospective language teachers in conceptualizing culture in more dynamic ways; 2. investigating the unique developmental trajectories of participating pre‐service teachers from a sociocultural perspective. In particular, while teachers’ engagement in ethnographic interviews has been examined in the con","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"67-82"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43880216","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}
{"title":"Promoting Critical Reading with Double-Entry Notes: A Pilot Study","authors":"L. Ives, T. Mitchell, Helena Hübl","doi":"10.46504/15202001IV","DOIUrl":"https://doi.org/10.46504/15202001IV","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"13-32"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46429862","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}
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