This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master’s level, and doctoral level). Data were collected from 491 participants who answered an identical learning styles survey about technology-based pedagogical tools. This study revealed that students enrolled in web-based courses taught by one professor demonstrate high levels of satisfaction in courses that provide active, engaging learning environments.
{"title":"Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor's Web-Based Course Instruction.","authors":"Ralph Olliges","doi":"10.46504/12201707ol","DOIUrl":"https://doi.org/10.46504/12201707ol","url":null,"abstract":"This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master’s level, and doctoral level). Data were collected from 491 participants who answered an identical learning styles survey about technology-based pedagogical tools. This study revealed that students enrolled in web-based courses taught by one professor demonstrate high levels of satisfaction in courses that provide active, engaging learning environments.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"120-131"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555423","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}
Both theory and research support the use of group activities to aid student learning. However, some students are reluctant to learn with peers for fear that the peers will gain more. The article attempts to address this fear. This article provides educators with explanations to give their students as to why, even in norm referenced assessment environments, by helping their groupmates, students are positively, not negatively, impacting their own success on assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied - standardised exams, class grades and class ranking – and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores.
{"title":"Convincing students that their groupmates' success can increase, not diminish, their own success","authors":"G. Jacobs, Nicolas Greliche","doi":"10.46504/12201709ja","DOIUrl":"https://doi.org/10.46504/12201709ja","url":null,"abstract":"Both theory and research support the use of group activities to aid student learning. However, some students are reluctant to learn with peers for fear that the peers will gain more. The article attempts to address this fear. This article provides educators with explanations to give their students as to why, even in norm referenced assessment environments, by helping their groupmates, students are positively, not negatively, impacting their own success on assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied - standardised exams, class grades and class ranking – and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"145-157"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555873","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}
M. A. Smith, Yujie Chen, Rachel Berndtson, Kristen Burson, Whitney Griffin
Office hours reserve time and space for student-faculty interaction, a benchmark for engaging students in educationally purposive activities. Our study finds a mismatch between the institutionally intended purpose of office hours and student perceptions of office hours. We examine student perceptions of office hours with results from a survey administered at a public research institution. We conclude that it is necessary for institutions — large public research institutions, particularly – to do more to demonstrate to students the value for interacting with faculty and to consistently support the development of relationships between undergraduates and those who teach them.
{"title":"\"Office Hours Are Kind of Weird\": Reclaiming a Resource to Foster Student-Faculty Interaction.","authors":"M. A. Smith, Yujie Chen, Rachel Berndtson, Kristen Burson, Whitney Griffin","doi":"10.46504/12201701sm","DOIUrl":"https://doi.org/10.46504/12201701sm","url":null,"abstract":"Office hours reserve time and space for student-faculty interaction, a benchmark for engaging students in educationally purposive activities. Our study finds a mismatch between the institutionally intended purpose of office hours and student perceptions of office hours. We examine student perceptions of office hours with results from a survey administered at a public research institution. We conclude that it is necessary for institutions — large public research institutions, particularly – to do more to demonstrate to students the value for interacting with faculty and to consistently support the development of relationships between undergraduates and those who teach them.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"14-29"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555654","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}
The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semesterlong comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay question there was no statistically significant difference.
{"title":"An Engaging, yet Failed Flip.","authors":"Kevin Krahenbuhl","doi":"10.46504/12201708kr","DOIUrl":"https://doi.org/10.46504/12201708kr","url":null,"abstract":"The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semesterlong comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay question there was no statistically significant difference.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"132-144"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555721","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}
Sarah Summers, Heather C. S. Chenette, Ella L. Ingram, Jay P. McCormack, P. Cunningham
Reflection is a high-impact practice in education. This paper explores the premise, approach, and outcomes of a learning community centered on scholarly engagement with the literature of reflection. Using the reflection model operationalized by a national consortium, we developed, implemented, and assessed reflection activities designed to create opportunities for transfer of skills and conceptual change. Two case studies reveal commonalities in using reflection in a college setting. We explore the questions that emerged as a result of our experiences, and connect this work to the importance of engaging with colleagues in a community of learners.
{"title":"Cross-Disciplinary Exploration and Application of Reflection as a High Impact Pedagogy","authors":"Sarah Summers, Heather C. S. Chenette, Ella L. Ingram, Jay P. McCormack, P. Cunningham","doi":"10.46504/11201602SU","DOIUrl":"https://doi.org/10.46504/11201602SU","url":null,"abstract":"Reflection is a high-impact practice in education. This paper explores the premise, approach, and outcomes of a learning community centered on scholarly engagement with the literature of reflection. Using the reflection model operationalized by a national consortium, we developed, implemented, and assessed reflection activities designed to create opportunities for transfer of skills and conceptual change. Two case studies reveal commonalities in using reflection in a college setting. We explore the questions that emerged as a result of our experiences, and connect this work to the importance of engaging with colleagues in a community of learners.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"11 1","pages":"29-47"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555241","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}
In the past decade, there has been limited longitudinal qualitative research examining the effects of training programs on graduate students’ teaching performance. One gap in this research is a discussion of Teaching Assistants (TAs) who resist such programs and an examination of strategies for overcoming this resistance. This action research study attempts to fill that gap by evaluating the relationship between TAs’ participation in one university’s Certificate in University Teaching (CUT) program and their resistance to its pedagogical strategies. The study defines the types of resistance and analyzes the reasons behind it. Findings address ways to more effectively reach resisting TAs and improve our own teaching practices.
{"title":"Reaching Resisters in a Teaching Assistant Training Program","authors":"C. Brown","doi":"10.46504/11201607br","DOIUrl":"https://doi.org/10.46504/11201607br","url":null,"abstract":"In the past decade, there has been limited longitudinal qualitative research examining the effects of training programs on graduate students’ teaching performance. One gap in this research is a discussion of Teaching Assistants (TAs) who resist such programs and an examination of strategies for overcoming this resistance. This action research study attempts to fill that gap by evaluating the relationship between TAs’ participation in one university’s Certificate in University Teaching (CUT) program and their resistance to its pedagogical strategies. The study defines the types of resistance and analyzes the reasons behind it. Findings address ways to more effectively reach resisting TAs and improve our own teaching practices.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"11 1","pages":"90-101"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555607","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 article identifies the strategies used by architecture professors and their undergraduate students to mitigate common issues that students raise about group work. Based on participant-observation, interviews with students and faculty, and analysis of instructional materials and student work, this IRB-approved ethnographic case study complicates the separation of collaborative, cooperative, and problem-based learning into distinct pedagogical models. Rather than viewing students’ concerns as a form of resistance that can be avoided with the right approach to small-group learning, this article explores how the hybrid model operating in design studio pedagogy confronts the problems inherent in any form of group work.
{"title":"\"I Hate Group Work!\": Addressing Students' Concerns about Small-Group Learning.","authors":"Elizabeth G. Allan","doi":"10.46504/11201606AL","DOIUrl":"https://doi.org/10.46504/11201606AL","url":null,"abstract":"This article identifies the strategies used by architecture professors and their undergraduate students to mitigate common issues that students raise about group work. Based on participant-observation, interviews with students and faculty, and analysis of instructional materials and student work, this IRB-approved ethnographic case study complicates the separation of collaborative, cooperative, and problem-based learning into distinct pedagogical models. Rather than viewing students’ concerns as a form of resistance that can be avoided with the right approach to small-group learning, this article explores how the hybrid model operating in design studio pedagogy confronts the problems inherent in any form of group work.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"11 1","pages":"81-89"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555585","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 paper focuses on the parameters of a semester-long project called the “Do Good” project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures (e.g., team dynamics, project management, conflict resolution, decision making, leadership) with community outreach. Included are an overview of the project, and examples for how each component both challenges students’ ability to communicate in groups and provides motivation that foster students’ ability to link in-class knowledge with practical, real world application.
{"title":"Teaching Small Group Communication: The Do Good Project.","authors":"Elizabeth M. Minei","doi":"10.46504/11201605mi","DOIUrl":"https://doi.org/10.46504/11201605mi","url":null,"abstract":"This paper focuses on the parameters of a semester-long project called the “Do Good” project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures (e.g., team dynamics, project management, conflict resolution, decision making, leadership) with community outreach. Included are an overview of the project, and examples for how each component both challenges students’ ability to communicate in groups and provides motivation that foster students’ ability to link in-class knowledge with practical, real world application.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"11 1","pages":"73-80"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555429","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}
s from 2009-2013 were chosen since the emphasis is on current trends. A total of 149 abstracts were published during this time period. The investigators categorized abstracts from 2009-2013 from The Journal of Public Affairs Education into the categories listed above (Instructional Approaches/Pedagogy, Learning Processes, Curricula, Learning Materials, Assessments, and Other). The investigators individually classified the subject matter of the abstracts, and they noted current trends in each area. The investigators then met to reconcile their findings. Their initial rate of agreement was 54%. The low level of initial agreement may be traced to a number of factors. One of the primary reasons is that the definitions for each category were not determined in advance, but evolved during the classification process. Additionally, the categories of learning processes and learning materials are connected to the implementation of instructional approaches/pedagogy. As a result, learning process and learning materials may be classified as subcategories of instructional approaches/pedagogy or collapsed into one instructional approaches/pedagogy category. Likewise, curriculum and assessment are difficult to separate in both definition and practice. Assessment and curriculum often go hand and hand, especially relative to accreditation, both driving, informing, and affecting one another. After discussion and debate, the investigators came to agreement on 100% of the abstracts. The results reflect this agreement. Finally, in an attempt to overcome the limitation of using one journal for the study, the researchers also reviewed the American Society of Public Administration National Conference Programs (2009-2013) to determine if trends regarding SoTL were evident in the presentation abstracts. These presentation abstracts were searched for the terms “teaching” and “learning.” Each program contained a maximum of two presentation abstracts containing these words. The vast majority of presentations did not have abstracts. Due to the small number of relevant abstracts, the researchers did not classify the articles using the categories listed above and did not include the findings. However, this examination of the conference abstracts does imply that SoTL may still be struggling for acceptance by academics and practitioners in the discipline.
{"title":"An Assessment of the Scholarship of Teaching and Learning in Public Administration from 2009-2013.","authors":"Rebekkah Stuteville, Eric M. Click","doi":"10.46504/11201608st","DOIUrl":"https://doi.org/10.46504/11201608st","url":null,"abstract":"s from 2009-2013 were chosen since the emphasis is on current trends. A total of 149 abstracts were published during this time period. The investigators categorized abstracts from 2009-2013 from The Journal of Public Affairs Education into the categories listed above (Instructional Approaches/Pedagogy, Learning Processes, Curricula, Learning Materials, Assessments, and Other). The investigators individually classified the subject matter of the abstracts, and they noted current trends in each area. The investigators then met to reconcile their findings. Their initial rate of agreement was 54%. The low level of initial agreement may be traced to a number of factors. One of the primary reasons is that the definitions for each category were not determined in advance, but evolved during the classification process. Additionally, the categories of learning processes and learning materials are connected to the implementation of instructional approaches/pedagogy. As a result, learning process and learning materials may be classified as subcategories of instructional approaches/pedagogy or collapsed into one instructional approaches/pedagogy category. Likewise, curriculum and assessment are difficult to separate in both definition and practice. Assessment and curriculum often go hand and hand, especially relative to accreditation, both driving, informing, and affecting one another. After discussion and debate, the investigators came to agreement on 100% of the abstracts. The results reflect this agreement. Finally, in an attempt to overcome the limitation of using one journal for the study, the researchers also reviewed the American Society of Public Administration National Conference Programs (2009-2013) to determine if trends regarding SoTL were evident in the presentation abstracts. These presentation abstracts were searched for the terms “teaching” and “learning.” Each program contained a maximum of two presentation abstracts containing these words. The vast majority of presentations did not have abstracts. Due to the small number of relevant abstracts, the researchers did not classify the articles using the categories listed above and did not include the findings. However, this examination of the conference abstracts does imply that SoTL may still be struggling for acceptance by academics and practitioners in the discipline.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"11 1","pages":"102-110"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555646","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 article shares a first-hand account of an action research project conducted in a college-level early adolescent development course to better understand written and verbal reflection as learning tools, improve the author’s teaching effectiveness, and foster reflective habits in pre-service teachers. The article includes a brief overview of related literature and a description of several reflective activities and assignments used in the course before presenting and discussing the project’s results based on Ferrance’s (2000) 6-step action research process.
{"title":"Scholarly Teaching through Action Research: A Narrative of One Professor's Process.","authors":"J. Hunzicker","doi":"10.46504/11201601hu","DOIUrl":"https://doi.org/10.46504/11201601hu","url":null,"abstract":"This article shares a first-hand account of an action research project conducted in a college-level early adolescent development course to better understand written and verbal reflection as learning tools, improve the author’s teaching effectiveness, and foster reflective habits in pre-service teachers. The article includes a brief overview of related literature and a description of several reflective activities and assignments used in the course before presenting and discussing the project’s results based on Ferrance’s (2000) 6-step action research process.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"11 1","pages":"15-28"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555680","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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