Pub Date : 2020-05-31DOI: 10.20429/ijsotl.2020.140104
S. Butler, A. Reinke
Global learning and global citizenship education (GCE) continue to be integrated as co-curricular and curricular components in US higher education. Many institutions have linked their mission and values statements to global learning. However, their efforts fail to reflect a single shared understanding or philosophy of global learning or GCE. While scholars continue to discuss and debate the substance of these frameworks, few studies have analyzed perspectives of curricular global learning and GCE requirements. Three hundred fifty-four undergraduate students attending a university in the Southern US completed questionnaires assessing their attitudes towards global learning, international issues, and global citizenship, as well as their attitudes toward the college’s required global perspectives curriculum. Results indicate that students feel generally positive towards global learning and issues, believe global learning should be required at this and other institutions, and have high perceptions of faculty performance. INTRODUCTION In response to critiques that higher education in the US is not preparing students to confront the challenges of a globalized world (Alger, 1974; Council on Learning, 1981; El-Khawas, 1994; Merryfield, 1998; see Teichler, 2004 for discussion), many liberal arts colleges have incorporated global learning and citizenship as curricular and co-curricular components of undergraduate education. The Association of American Colleges and Universities (AAC&U) and the National Leadership Council for Liberal Education and American Promise (LEAP) encourage institutions to emphasize learning outcomes that are “closely calibrated with the challenges of a complex and volatile world” (AAC&U, 2008, p. 2). They highlight findings indicating that 72% of employers want colleges to place increased emphasis on “global issues” and “cultural values and traditions” (AAC&U, 2008, p. 11). Studies demonstrate that employers want emphases on learning outcomes that encourage an understanding of global contexts and decisions, the role of the US in the world, cultural diversity, and intercultural competency (Hovland & Schneider, 2011). Administrators and faculty have responded to calls for internationalizing and incorporating global learning and citizenship into curricular and co-curricular experiences for undergraduates by asking how global learning can be articulated as a goal of higher education (see Green & Baer, 2001; Nair & Henning, 2017). As a term, global learning originated in the early 1980s and referred to the development of pedagogical practices that promote critical thinking and problem-solving (Hanvey, 1982; Soedjatmoko & Newland, 1987). Global learning was particularly salient for tackling pervasive issues, such as poverty, conflict, and the ethical debates arising from advances in science and technology (Hanvey, 1982; Doscher & Landorf, 2018). The term was further defined by Hovland (2006) as a way to prepare students for meaningful and
{"title":"Global Perspectives in the Core: Student Attitudes and Instructor Performance","authors":"S. Butler, A. Reinke","doi":"10.20429/ijsotl.2020.140104","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140104","url":null,"abstract":"Global learning and global citizenship education (GCE) continue to be integrated as co-curricular and curricular components in US higher education. Many institutions have linked their mission and values statements to global learning. However, their efforts fail to reflect a single shared understanding or philosophy of global learning or GCE. While scholars continue to discuss and debate the substance of these frameworks, few studies have analyzed perspectives of curricular global learning and GCE requirements. Three hundred fifty-four undergraduate students attending a university in the Southern US completed questionnaires assessing their attitudes towards global learning, international issues, and global citizenship, as well as their attitudes toward the college’s required global perspectives curriculum. Results indicate that students feel generally positive towards global learning and issues, believe global learning should be required at this and other institutions, and have high perceptions of faculty performance. INTRODUCTION In response to critiques that higher education in the US is not preparing students to confront the challenges of a globalized world (Alger, 1974; Council on Learning, 1981; El-Khawas, 1994; Merryfield, 1998; see Teichler, 2004 for discussion), many liberal arts colleges have incorporated global learning and citizenship as curricular and co-curricular components of undergraduate education. The Association of American Colleges and Universities (AAC&U) and the National Leadership Council for Liberal Education and American Promise (LEAP) encourage institutions to emphasize learning outcomes that are “closely calibrated with the challenges of a complex and volatile world” (AAC&U, 2008, p. 2). They highlight findings indicating that 72% of employers want colleges to place increased emphasis on “global issues” and “cultural values and traditions” (AAC&U, 2008, p. 11). Studies demonstrate that employers want emphases on learning outcomes that encourage an understanding of global contexts and decisions, the role of the US in the world, cultural diversity, and intercultural competency (Hovland & Schneider, 2011). Administrators and faculty have responded to calls for internationalizing and incorporating global learning and citizenship into curricular and co-curricular experiences for undergraduates by asking how global learning can be articulated as a goal of higher education (see Green & Baer, 2001; Nair & Henning, 2017). As a term, global learning originated in the early 1980s and referred to the development of pedagogical practices that promote critical thinking and problem-solving (Hanvey, 1982; Soedjatmoko & Newland, 1987). Global learning was particularly salient for tackling pervasive issues, such as poverty, conflict, and the ethical debates arising from advances in science and technology (Hanvey, 1982; Doscher & Landorf, 2018). The term was further defined by Hovland (2006) as a way to prepare students for meaningful and ","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127975351","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}
Pub Date : 2020-05-31DOI: 10.20429/ijsotl.2020.140102
M. Wahman, Amber Burkett Peplow, Rita Kumar, B. Refaei
Lesson study is a technique that helps faculty examine student learning that encourages scholarly teaching. In lesson study, faculty identify a concept and develop a lesson plan to support student learning of the concept. The opportunity to collaborate on lesson development and to examine student learning opens up a space for faculty to exchange ideas about effective teaching. Most faculty do not have opportunities to collaborate on their teaching at this deeper level, but a lesson study project provides guidance for instructors to explore student learning in-depth. This article examines how lesson study provides opportunities for college faculty to engage in cross-disciplinary Scholarship of Teaching and Learning (SoTL) projects. In addition to structuring SoTL projects, lesson study can aid faculty in the development of assessment plans to improve student learning. 1 IJ-SoTL, Vol. 14 [2020], No. 1, Art. 2 https://doi.org/10.20429/ijsotl.2020.140102 PLANNING LESSON STUDY The starting point in developing a lesson study project is to determine a concept that is challenging for students, and then identify faculty as well as individuals from related academic support areas that may be interested in participating in the curricular research project. Often the learning outcome that is the focus of the lesson study functions as threshold concepts, which are problematic or appear contradictory to students but must be understood in order to progress in their studies (Nicola-Richmond, Pépin, Larkin, & Taylor, 2018, p. 102). Some threshold concepts such as source attribution prevent students from being able to progress in more than one discipline because students must transfer this knowledge to new contexts. Threshold concepts, especially ones requiring transfer, are fertile ground for interdisciplinary lesson study teams. The team researches best practices in teaching the concept or skill that students find difficult. For our project, the integration of sources into written and oral communication exemplified a consistent area of difficulty for our students. Integrating sources and properly citing them in a research assignment or project can be challenging for students across disciplines. Our project began with this specific student challenge and an invitation from the college’s composition coordinator to faculty from composition, communication, and the library. The final research team consisted of four full-time faculty, one adjunct instructor, and one visiting instructor. The next step in developing a lesson study project is to consider which course(s) would be the best fit given the challenging concept that has been identified. For our project, we identified two courses that each had a research assignment requiring sources. English Composition 1001 (taught by the adjunct instructor team member) and Business Communication 2081 (taught by the communication faculty team member) both represented a natural fit for this project given their course research compo
{"title":"Benefits of Using Lesson Study for SoTL, Cross-Disciplinary Research, and Assessment","authors":"M. Wahman, Amber Burkett Peplow, Rita Kumar, B. Refaei","doi":"10.20429/ijsotl.2020.140102","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140102","url":null,"abstract":"Lesson study is a technique that helps faculty examine student learning that encourages scholarly teaching. In lesson study, faculty identify a concept and develop a lesson plan to support student learning of the concept. The opportunity to collaborate on lesson development and to examine student learning opens up a space for faculty to exchange ideas about effective teaching. Most faculty do not have opportunities to collaborate on their teaching at this deeper level, but a lesson study project provides guidance for instructors to explore student learning in-depth. This article examines how lesson study provides opportunities for college faculty to engage in cross-disciplinary Scholarship of Teaching and Learning (SoTL) projects. In addition to structuring SoTL projects, lesson study can aid faculty in the development of assessment plans to improve student learning. 1 IJ-SoTL, Vol. 14 [2020], No. 1, Art. 2 https://doi.org/10.20429/ijsotl.2020.140102 PLANNING LESSON STUDY The starting point in developing a lesson study project is to determine a concept that is challenging for students, and then identify faculty as well as individuals from related academic support areas that may be interested in participating in the curricular research project. Often the learning outcome that is the focus of the lesson study functions as threshold concepts, which are problematic or appear contradictory to students but must be understood in order to progress in their studies (Nicola-Richmond, Pépin, Larkin, & Taylor, 2018, p. 102). Some threshold concepts such as source attribution prevent students from being able to progress in more than one discipline because students must transfer this knowledge to new contexts. Threshold concepts, especially ones requiring transfer, are fertile ground for interdisciplinary lesson study teams. The team researches best practices in teaching the concept or skill that students find difficult. For our project, the integration of sources into written and oral communication exemplified a consistent area of difficulty for our students. Integrating sources and properly citing them in a research assignment or project can be challenging for students across disciplines. Our project began with this specific student challenge and an invitation from the college’s composition coordinator to faculty from composition, communication, and the library. The final research team consisted of four full-time faculty, one adjunct instructor, and one visiting instructor. The next step in developing a lesson study project is to consider which course(s) would be the best fit given the challenging concept that has been identified. For our project, we identified two courses that each had a research assignment requiring sources. English Composition 1001 (taught by the adjunct instructor team member) and Business Communication 2081 (taught by the communication faculty team member) both represented a natural fit for this project given their course research compo","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129729174","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}
Pub Date : 2019-11-25DOI: 10.20429/ijsotl.2019.130307
L. Wheeler, M. Palmer, Itiya Aneece
of a course, including, for example, general course information, instructor information, policies, and schedule. The syllabus has traditionally served contractual, record-keeping, and communication functions (Fink, 2012; Neaderhiser, 2016), called a content-focused syllabus in the present study. However, some have argued that its primary function should be that of a learning tool (Harrington, & Thomas, 2018; O’Brien, Millis, & Cohen, 2008). When framed in this way, the syllabus looks and reads much differently from traditional ones. Learning-focused syllabi (Canada, 2013; Palmer, Streifer, & Bach, 2014), developed from principles of backward-integrated course design (Wiggins & McTighe, 2005), educative assessment (Huba & Freed, 2000; Wiggins, 1998), scientific principles of learning (Brown, Roediger, & McDaniel, 2014), and student motivation (Schunk, Pintrich, & Meece, 2007) are characterized by: • an engaging, question-driven course description; • long-ranging, multi-faceted learning goals; • clear, measurable learning objectives; • robust assessment and activity descriptions; • a detailed course schedule framed in what author Ken Bain (2004, p. 50) calls “beautiful questions;” • an inviting, approachable, and motivating tone; and • a focus on student success. Given that learning-focused syllabi are firmly grounded in evidence-based pedagogical practices and principles of student motivation theories, one might expect students to appreciate and prefer learning-focused syllabi over more traditional, contentand policy-focused ones—and to interact with them differently. But, does the document matter, in terms of what students attend to in syllabi, their perceptions of the course described by the document, and the instructor associated with the course? A few published studies have touched on pieces of this question for traditional, content-focused syllabi. For example, Becker & Calhoon (1999), Garavalia, Hummel, Wiley, & Huitt (1999), and Doolittle & Siudzinski (2010) found that when students read syllabi they primarily focus their attention on elements relating to performance (e.g. grading, policies, assignments, and due dates). Parkes, Fix, & Harris (2003) found through analysis of their institutional syllabi that instructors tend to exclude assessment information from syllabi, and the authors claimed this exclusion is to the detriment of student learning. In one of a several studies most directly addressing the question, “Does the document matter?,” Harnish & Bridges (2011) provide evidence that a “syllabus written in a friendly, rather than unfriendly, tone evoked perceptions of the instructor being more warm, more approachable, and more motivated to teach the course.” Along the same lines, Baecker (1998) examined how use of certain pronouns (e.g., I vs you) creates unproductive imbalances of power between instructor and student, again, potentially negatively impacting student learning. Along different lines of inquiry, Stevens and Gibson (2017)
{"title":"Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students","authors":"L. Wheeler, M. Palmer, Itiya Aneece","doi":"10.20429/ijsotl.2019.130307","DOIUrl":"https://doi.org/10.20429/ijsotl.2019.130307","url":null,"abstract":"of a course, including, for example, general course information, instructor information, policies, and schedule. The syllabus has traditionally served contractual, record-keeping, and communication functions (Fink, 2012; Neaderhiser, 2016), called a content-focused syllabus in the present study. However, some have argued that its primary function should be that of a learning tool (Harrington, & Thomas, 2018; O’Brien, Millis, & Cohen, 2008). When framed in this way, the syllabus looks and reads much differently from traditional ones. Learning-focused syllabi (Canada, 2013; Palmer, Streifer, & Bach, 2014), developed from principles of backward-integrated course design (Wiggins & McTighe, 2005), educative assessment (Huba & Freed, 2000; Wiggins, 1998), scientific principles of learning (Brown, Roediger, & McDaniel, 2014), and student motivation (Schunk, Pintrich, & Meece, 2007) are characterized by: • an engaging, question-driven course description; • long-ranging, multi-faceted learning goals; • clear, measurable learning objectives; • robust assessment and activity descriptions; • a detailed course schedule framed in what author Ken Bain (2004, p. 50) calls “beautiful questions;” • an inviting, approachable, and motivating tone; and • a focus on student success. Given that learning-focused syllabi are firmly grounded in evidence-based pedagogical practices and principles of student motivation theories, one might expect students to appreciate and prefer learning-focused syllabi over more traditional, contentand policy-focused ones—and to interact with them differently. But, does the document matter, in terms of what students attend to in syllabi, their perceptions of the course described by the document, and the instructor associated with the course? A few published studies have touched on pieces of this question for traditional, content-focused syllabi. For example, Becker & Calhoon (1999), Garavalia, Hummel, Wiley, & Huitt (1999), and Doolittle & Siudzinski (2010) found that when students read syllabi they primarily focus their attention on elements relating to performance (e.g. grading, policies, assignments, and due dates). Parkes, Fix, & Harris (2003) found through analysis of their institutional syllabi that instructors tend to exclude assessment information from syllabi, and the authors claimed this exclusion is to the detriment of student learning. In one of a several studies most directly addressing the question, “Does the document matter?,” Harnish & Bridges (2011) provide evidence that a “syllabus written in a friendly, rather than unfriendly, tone evoked perceptions of the instructor being more warm, more approachable, and more motivated to teach the course.” Along the same lines, Baecker (1998) examined how use of certain pronouns (e.g., I vs you) creates unproductive imbalances of power between instructor and student, again, potentially negatively impacting student learning. Along different lines of inquiry, Stevens and Gibson (2017) ","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116141755","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}
Pub Date : 2019-11-25DOI: 10.20429/ijsotl.2019.130303
Nadeera Ranabahu, Shamika Almeida
During the last decade, student enrolments in Masters by coursework qualifications (referred to here onwards as postgraduate students) have increased significantly with a substantial percentage of international students1 contributing to the growth in numbers (Morgan, 2014). For example, in 2016 postgraduate students in Australian universities increased by 3.9% to 401,858 (Department of Education and Training Australia, 2017). In addition, 21.4% of the total students in Australian universities in 2016 were international students, with a majority coming from Peoples Republic of China, India, Brazil, South Korea, and Malaysia (Australian Education International, 2017; Department of Immigration and Border Protection Australia, 2016).2 The new generation of students, compared to previous cohorts of domestic students who generally work a few years in a particular profession prior to undertaking postgraduate studies, seem to show a greater tendency to undertake postgraduate studies immediately after completing their undergraduate degree. This trend may be due to several reasons. First, young people may assume a relationship between being qualified and having a lasting professional career (Dwyer & Wyn, 2001). Second, the labour market in Australia is currently over-supplied with graduate students, and only 68% of Bachelor’s graduates from the class of 2014 had a full-time job four months after graduating; this was the lowest full-time employment rate for new graduates since 1982 (Graduate Careers Australia, 2014). As a result, it may be a commonly held view that an undergraduate degree is a minimum level of qualification for an increasing number of jobs, and that employers are raising the qualification levels required for particular jobs in response to the “over-supply” of graduates (Brooks & Everettt, 2009). Third, it could be due to the perception that there is greater potential for graduates with a secondary postgraduate degree to gain higher salaries than graduates with an undergraduate degree (Morgan, 2014). Regardless of the reasoning, increase in student numbers, changes in student demographics, and lack of practical work experience pose challenges to postgraduate teaching and learning. This study focuses on strategic human resource management teaching and learning activities amongst a community of postgraduate students and how these teaching and learning practices can provide opportunities for students without any prior work experience, to gain practical management experience. Although lack of work experience in undergraduate strategic human resource management teaching and learning has been highlighted (Coetzer & Sitlington, 2014), human resource management pedagogy has explored neither the effect of work experience on postgraduate students nor the demographic changes in student cohorts. This paper attempts to address this gap by using our experience and reflections in teaching strategic human resource management and answers the following main r
{"title":"Creating Learning Communities through Flipped Classes: A Challenge, an Answer, or an Opportunity for Teaching Strategic Human Resource Management?","authors":"Nadeera Ranabahu, Shamika Almeida","doi":"10.20429/ijsotl.2019.130303","DOIUrl":"https://doi.org/10.20429/ijsotl.2019.130303","url":null,"abstract":"During the last decade, student enrolments in Masters by coursework qualifications (referred to here onwards as postgraduate students) have increased significantly with a substantial percentage of international students1 contributing to the growth in numbers (Morgan, 2014). For example, in 2016 postgraduate students in Australian universities increased by 3.9% to 401,858 (Department of Education and Training Australia, 2017). In addition, 21.4% of the total students in Australian universities in 2016 were international students, with a majority coming from Peoples Republic of China, India, Brazil, South Korea, and Malaysia (Australian Education International, 2017; Department of Immigration and Border Protection Australia, 2016).2 The new generation of students, compared to previous cohorts of domestic students who generally work a few years in a particular profession prior to undertaking postgraduate studies, seem to show a greater tendency to undertake postgraduate studies immediately after completing their undergraduate degree. This trend may be due to several reasons. First, young people may assume a relationship between being qualified and having a lasting professional career (Dwyer & Wyn, 2001). Second, the labour market in Australia is currently over-supplied with graduate students, and only 68% of Bachelor’s graduates from the class of 2014 had a full-time job four months after graduating; this was the lowest full-time employment rate for new graduates since 1982 (Graduate Careers Australia, 2014). As a result, it may be a commonly held view that an undergraduate degree is a minimum level of qualification for an increasing number of jobs, and that employers are raising the qualification levels required for particular jobs in response to the “over-supply” of graduates (Brooks & Everettt, 2009). Third, it could be due to the perception that there is greater potential for graduates with a secondary postgraduate degree to gain higher salaries than graduates with an undergraduate degree (Morgan, 2014). Regardless of the reasoning, increase in student numbers, changes in student demographics, and lack of practical work experience pose challenges to postgraduate teaching and learning. This study focuses on strategic human resource management teaching and learning activities amongst a community of postgraduate students and how these teaching and learning practices can provide opportunities for students without any prior work experience, to gain practical management experience. Although lack of work experience in undergraduate strategic human resource management teaching and learning has been highlighted (Coetzer & Sitlington, 2014), human resource management pedagogy has explored neither the effect of work experience on postgraduate students nor the demographic changes in student cohorts. This paper attempts to address this gap by using our experience and reflections in teaching strategic human resource management and answers the following main r","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131115642","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}
Pub Date : 2019-11-25DOI: 10.20429/ijsotl.2019.130306
P. Rogers, Diana Botnaru
This mixed-method study examined the effect of Lightboard videos on student learning and perceptions in a Flipped Classroom Model (FCM). The study targeted 68 civil engineering undergraduate students at a 4-year public university in Southeastern USA. Lightboard videos were intentionally alternated between two consecutive semesters. Within the same section of the course, classes without Lightboard videos served as a control group and classes with Lightboard videos served as a study group. Both sections were taught by the same instructor utilizing the same materials and assessments for the class. Student academic performance was measured using in-class assignments. Additional quantitative and qualitative data were collected through an end-of-semester survey. Data show a modest academic performance increase on the overall score on in-class assignments and an improvement of average student scores on 69.2% of the in-class assignments in the study group. The overall means on the Likert scale survey showed a strong endorsement of Lightboard videos for understanding, engagement and satisfaction. Students commented positively on the collaborative aspect of in-class problem solving in FCM.
{"title":"Shedding Light on Student Learning Through the Use of Lightboard Videos","authors":"P. Rogers, Diana Botnaru","doi":"10.20429/ijsotl.2019.130306","DOIUrl":"https://doi.org/10.20429/ijsotl.2019.130306","url":null,"abstract":"This mixed-method study examined the effect of Lightboard videos on student learning and perceptions in a Flipped Classroom Model (FCM). The study targeted 68 civil engineering undergraduate students at a 4-year public university in Southeastern USA. Lightboard videos were intentionally alternated between two consecutive semesters. Within the same section of the course, classes without Lightboard videos served as a control group and classes with Lightboard videos served as a study group. Both sections were taught by the same instructor utilizing the same materials and assessments for the class. Student academic performance was measured using in-class assignments. Additional quantitative and qualitative data were collected through an end-of-semester survey. Data show a modest academic performance increase on the overall score on in-class assignments and an improvement of average student scores on 69.2% of the in-class assignments in the study group. The overall means on the Likert scale survey showed a strong endorsement of Lightboard videos for understanding, engagement and satisfaction. Students commented positively on the collaborative aspect of in-class problem solving in FCM.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133941616","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}
Pub Date : 2019-11-25DOI: 10.20429/ijsotl.2019.130308
K. Crolla, P. Hodgson, Angela S. P. Ho
UNESCO/UIA (2011) advocates that architectural education is to enable future architects to meet the worldwide challenge of combining cultural heritage with sustainable human settlements. It calls for a transformation of professionals to acknowledge social context, embrace environmental sustainability and develop learning capacity in architectural design. Modernism in architecture follows a conventional belief in systems based on scientific rationalism resulting from research data and findings (Healey, 1992). However, since modernist architecture was first taught, methods and styles have evolved; and architectural education now places greater “emphasis on issues in social responsibility, sustainability, environmental responsiveness, environmental integrity and human health” (Milburn and Brown, 2003: 47). Architectural education goes beyond nurturing a group of academically competent, creative, critically minded and ethical professional designers, and the curriculum needs to foster international, socially responsible citizens who are intellectually mature and environmentally sensitive in their design work (Ozorhon et al., 2012). Ultimately, architecture graduates can produce practical, inspiring and exploratory solutions to deal daily with complex types of problem solving before they start their professional careers (Megahed, 2017; Schön, 1988). The design studio is commonly regarded as the heart of various modes of learning in both undergraduate and postgraduate architectural education. Architecture differs from other subjects because it is interdisciplinary, comprising both art and applied science; and architectural students need to take an active role in learning; they should learn through doing and by reflecting on actions while recognizing professional practice and identifying a path towards professionalism (Schön, 1988). In the studio sessions, they may gradually develop skills to visualize and represent abstract concepts in graphics and verbal languages, acquire architectural thinking and ultimately develop a problem-solving capability (Demirbaş and Demirkan, 2008; Megahed, 2017). To prepare for contemporary architectural practice, student architects are strongly encouraged to ‘think outside the box’ with imaginative ideas and designs. They need to build the capability to visualize abstract concepts in graphics, communicate effectively and construct physical models (Megahed, 2017). This means that architecture educators need to create a collaborative, learner-centred, experimental, problem-based learning culture that inculcates social interactions between them and their students (Yuan et al., 2018). While students devote much of their time, energy and effort to practising core professional skills, there are many opportunities for them to evaluate their work through iterations of presentations and discussions in a design studio (Oh et al., 2013). Megahed (2017) points out that critique in a design studio, although it serves as part of assessm
联合国教科文组织/UIA(2011)倡导建筑教育是为了使未来的建筑师能够应对将文化遗产与可持续人类住区相结合的全球性挑战。它要求专业人士认识到社会背景，拥抱环境可持续性，并发展建筑设计的学习能力。建筑中的现代主义遵循一种基于科学理性主义的传统信仰，这种信仰源于研究数据和发现(Healey, 1992)。然而，自从现代主义建筑第一次被教授以来，方法和风格已经发生了变化;现在的建筑教育更加“强调社会责任、可持续性、环境响应性、环境完整性和人类健康”(米尔本和布朗，2003:47)。建筑教育不仅仅是培养一群具有学术能力、创造力、批判性思维和道德的专业设计师，课程还需要培养具有国际责任感的社会公民，他们在设计工作中智力成熟，对环境敏感(Ozorhon et al.， 2012)。最终，建筑毕业生可以在开始他们的职业生涯之前，提出实用的、鼓舞人心的和探索性的解决方案，以处理日常复杂类型的问题解决(Megahed, 2017;肖恩,1988)。设计工作室通常被认为是本科和研究生建筑教育中各种学习模式的核心。建筑不同于其他学科，因为它是跨学科的，包括艺术和应用科学;建筑专业的学生需要在学习中发挥积极的作用;他们应该通过实践和反思行动来学习，同时认识到专业实践并确定通往专业的道路(Schön, 1988)。在工作室课程中，他们可能会逐渐发展以图形和口头语言可视化和表示抽象概念的技能，获得建筑思维并最终发展解决问题的能力(demirbaku and Demirkan, 2008;Megahed, 2017)。为了准备当代建筑实践，强烈鼓励学生建筑师“跳出框框思考”，提出富有想象力的想法和设计。他们需要建立在图形中可视化抽象概念，有效沟通和构建物理模型的能力(Megahed, 2017)。这意味着建筑教育者需要创造一种协作的、以学习者为中心的、实验的、基于问题的学习文化，灌输他们与学生之间的社会互动(Yuan等人，2018)。Megahed(2017)指出，设计工作室中的批评虽然是评估目的的一部分，但也包含了深入的教育目的。评论可以作为中期审查的形成性，也可以作为最终评估的总结性(Nguyen and Walker, 2016)。这可以针对个人、与同行、由专家小组或公众进行，反馈形式可以是对话研讨会或小组讨论，可以是纸质或数字形式;最终的产品展示可能会被公开评估(Utaberta et al.， 2013)。在设计工作室中，没有任何一种严格的评估模式比其他的更好，因为它取决于学生的学习能力(Ozorhon et al.， 2012)。来自教师、同行和外部评委的反馈为学生反思和修改他们的设计作品奠定了基础。这种类型的批评提供了积极和建设性的经验，分享和外化设计思维和判断。通过各种评估任务，学生可以通过综合学习机会和学习环境中教学、同伴、导师和陪审团之间相互关系的可能性，获得自我监控和对自己或同伴表现做出评价判断的技能(Cahill et al.， 2010)。在本文中，我们将交替使用同行辩论和同行批评，并将探索学生在香港建筑硕士学位设计工作室中进行同行辩论的经历。研究的重点是学生对小组批评过程的体验。本文采用定性探索方法，因为数据是基于案例研究收集和解释的。参与者是从2015年和2016年香港一所大学建筑教育硕士课程的两组学生中选出的。面试是在学生提交期末作业后进行的，分数是最后确定的，以防止对他们产生潜在的不当影响。 所有数据的收集和分析都是基于学生在“辩论:建筑设计工作室教学的教学工具”中的“同行批评”反馈
{"title":"‘Peer Critique’ in Debate: A Pedagogical Tool for Teaching Architectural Design Studio","authors":"K. Crolla, P. Hodgson, Angela S. P. Ho","doi":"10.20429/ijsotl.2019.130308","DOIUrl":"https://doi.org/10.20429/ijsotl.2019.130308","url":null,"abstract":"UNESCO/UIA (2011) advocates that architectural education is to enable future architects to meet the worldwide challenge of combining cultural heritage with sustainable human settlements. It calls for a transformation of professionals to acknowledge social context, embrace environmental sustainability and develop learning capacity in architectural design. Modernism in architecture follows a conventional belief in systems based on scientific rationalism resulting from research data and findings (Healey, 1992). However, since modernist architecture was first taught, methods and styles have evolved; and architectural education now places greater “emphasis on issues in social responsibility, sustainability, environmental responsiveness, environmental integrity and human health” (Milburn and Brown, 2003: 47). Architectural education goes beyond nurturing a group of academically competent, creative, critically minded and ethical professional designers, and the curriculum needs to foster international, socially responsible citizens who are intellectually mature and environmentally sensitive in their design work (Ozorhon et al., 2012). Ultimately, architecture graduates can produce practical, inspiring and exploratory solutions to deal daily with complex types of problem solving before they start their professional careers (Megahed, 2017; Schön, 1988). The design studio is commonly regarded as the heart of various modes of learning in both undergraduate and postgraduate architectural education. Architecture differs from other subjects because it is interdisciplinary, comprising both art and applied science; and architectural students need to take an active role in learning; they should learn through doing and by reflecting on actions while recognizing professional practice and identifying a path towards professionalism (Schön, 1988). In the studio sessions, they may gradually develop skills to visualize and represent abstract concepts in graphics and verbal languages, acquire architectural thinking and ultimately develop a problem-solving capability (Demirbaş and Demirkan, 2008; Megahed, 2017). To prepare for contemporary architectural practice, student architects are strongly encouraged to ‘think outside the box’ with imaginative ideas and designs. They need to build the capability to visualize abstract concepts in graphics, communicate effectively and construct physical models (Megahed, 2017). This means that architecture educators need to create a collaborative, learner-centred, experimental, problem-based learning culture that inculcates social interactions between them and their students (Yuan et al., 2018). While students devote much of their time, energy and effort to practising core professional skills, there are many opportunities for them to evaluate their work through iterations of presentations and discussions in a design studio (Oh et al., 2013). Megahed (2017) points out that critique in a design studio, although it serves as part of assessm","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124040665","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}
Pub Date : 2019-11-25DOI: 10.20429/ijsotl.2019.130304
Kurt Schmitz
Flipped instruction approaches are increasingly being applied to University curriculum (Akçayır & Akçayır 2018). Flipping the classroom moves events that have traditionally taken place inside the classroom to outside the classroom and vice versa (Lage et al. 2000). Content dissemination moves away from face-to-face hours and into online delivery outside of class, while face-to-face class time is used for practice and application (Hill 2012). A key factor influencing learning outcomes with flipped instruction is the amount of time students spend with the material outside of class (Lim & Morris 2009). Flipping the classroom assumes that students will take control of their learning in terms of pace of study, mastery of content, and coming to class prepared (Davies et al. 2013). Motivation plays a key role initiating and sustaining self-directed learning (Garrison 1997) and is positively associated with exam performance (Janssen & O’Brien 2014). In addition, lack of motivation is the major reason students drop out of online courses (Kim 2004). These self-directed learning insights have proven robust not only for MOOCs, but also online classes at community colleges and universities (Lee & Choi 2011; Levy 2007). This study examines two techniques aimed at student motivation for the outside-the-classroom portion of flipped instruction. The first is the use of Formative Assessments. The cognitive development literature reports that formative assessment feedback motivates deep learning (Higgins et al. 2002). Beyond motivation, formative assessments are often used by students to adjust their study process leading to improved learning outcomes (Cauley & McMillan 2010). The second tactic is the use of completion rewards tied to a desired behavior. In this study rewards are scores in an online gradebook. Students consistently report that grades are an overarching concern, such that all other goals are secondary (Pressley et al. 1998). In addition, knowing their progress and grades in a class may provide students a sense of satisfaction that motivates their effort (Docan 2006). There is very little rigorously designed research on flipped classroom approaches (Abeysekera & Dawson 2015). To partially address this gap, this study seeks to examine the effect of formative assessment completion scores for flipped instruction learning objectives. The following specific study questions are examined: Is Formative Assessment engagement associated with improved learning outcomes for outside the classroom flipped instruction content?
翻转教学方法越来越多地应用于大学课程(Akçayır & Akçayır 2018)。翻转课堂将传统上发生在课堂内的事件转移到课堂外，反之亦然(Lage et al. 2000)。内容传播从面对面的时间转移到课外的在线交付，而面对面的课堂时间用于实践和应用(Hill 2012)。影响翻转教学学习成果的一个关键因素是学生花在课外材料上的时间(Lim & Morris 2009)。翻转课堂假设学生将在学习速度、掌握内容和上课前做好准备方面控制自己的学习(Davies et al. 2013)。动机在启动和维持自主学习中起着关键作用(Garrison 1997)，并与考试成绩呈正相关(Janssen & O 'Brien 2014)。此外，缺乏动力是学生退出网络课程的主要原因(Kim 2004)。事实证明，这些自主学习的见解不仅适用于mooc，也适用于社区学院和大学的在线课程(Lee & Choi 2011;征收2007)。本研究考察了两种旨在提高学生课堂外部分翻转教学动机的技巧。首先是形成性评估的使用。认知发展文献报告，形成性评估反馈激励深度学习(Higgins et al. 2002)。除了动机之外，学生还经常使用形成性评估来调整他们的学习过程，从而改善学习成果(Cauley & McMillan 2010)。第二种策略是将完成奖励与期望行为绑定在一起。在这项研究中，奖励是在线成绩单上的分数。学生们一致表示，成绩是最重要的，其他目标都是次要的(Pressley et al. 1998)。此外，了解自己在课堂上的进步和成绩可能会给学生提供一种满足感，从而激励他们努力学习(Docan 2006)。很少有严格设计的关于翻转课堂方法的研究(Abeysekera & Dawson 2015)。为了部分解决这一差距，本研究试图检验形成性评估完成分数对翻转教学目标的影响。以下具体的学习问题被检查:形成性评估参与与课堂外翻转教学内容的学习成果改善有关吗?
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Pub Date : 2019-07-18DOI: 10.20429/IJSOTL.2008.020108
Maureen P. Hall, Olivia Archibald
This article documents the partnership and collaborative SoTL research investigating the intersectionsbetween and among contemplative practices and reflective writing for deepened learning. This SoTL investigation interrogated the problem involving students (both undergraduate and graduate) not valuing themselves as writers. In addressing this problem, a series of assignments were designed where contemplative practice was done via reflective writing at the beginning of each class session. Data were collected on how these new practices and assignments in these two courses affected student learning.
{"title":"Investigating Contemplative Practice in Creative Writing and Education Classes: A Play (of Practice and Theory) in Three Acts","authors":"Maureen P. Hall, Olivia Archibald","doi":"10.20429/IJSOTL.2008.020108","DOIUrl":"https://doi.org/10.20429/IJSOTL.2008.020108","url":null,"abstract":"This article documents the partnership and collaborative SoTL research investigating the intersectionsbetween and among contemplative practices and reflective writing for deepened learning. This SoTL investigation interrogated the problem involving students (both undergraduate and graduate) not valuing themselves as writers. In addressing this problem, a series of assignments were designed where contemplative practice was done via reflective writing at the beginning of each class session. Data were collected on how these new practices and assignments in these two courses affected student learning.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122497386","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}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120108
Isobel Ryan, C. Dawson, Marian McCarthy
The following article is based on a piece of qualitative research on the use of role-play in a literature module in the Modern Irish Dept. of University College Cork in 2015. There were 18 students involved in the research. The aim of the research was to establish what value students associate with the use of role-play in literature lectures. Role-play is used widely in language classes but less widely in literature lectures. Classroom Assessment Techniques (CATs); questionnaires; a focus group; and essays were used as a means of gathering data. The research findings indicate that students are nervous when first presented with the prospect of doing role-play in class; however, the findings show that these feelings soon give way to a happy acceptance of roleplay and an appreciation of this teaching methodology as beneficial to both teaching and learning. The students who took part in the study were very enthusiastic about the group work involved in preparing and performing role-play. While the author recognises that role-play may not lend itself to all teaching contexts, she wishes to encourage other literature teachers to experiment with role-play.
{"title":"Role-Play in Literature Lectures: The Students' Assessment of Their Learning.","authors":"Isobel Ryan, C. Dawson, Marian McCarthy","doi":"10.20429/IJSOTL.2018.120108","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120108","url":null,"abstract":"The following article is based on a piece of qualitative research on the use of role-play in a literature module in the Modern Irish Dept. of University College Cork in 2015. There were 18 students involved in the research. The aim of the research was to establish what value students associate with the use of role-play in literature lectures. Role-play is used widely in language classes but less widely in literature lectures. Classroom Assessment Techniques (CATs); questionnaires; a focus group; and essays were used as a means of gathering data. The research findings indicate that students are nervous when first presented with the prospect of doing role-play in class; however, the findings show that these feelings soon give way to a happy acceptance of roleplay and an appreciation of this teaching methodology as beneficial to both teaching and learning. The students who took part in the study were very enthusiastic about the group work involved in preparing and performing role-play. While the author recognises that role-play may not lend itself to all teaching contexts, she wishes to encourage other literature teachers to experiment with role-play.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123741823","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}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120105
Alexander L. Lancaster
Based on Finn and Ledbetter’s (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy in two sections of a public speaking course, and the effect of these policies on students’ cognitive and affective learning. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester. Results indicated that while there were no differences in cognitive learning, students in the restrictive policy condition reported greater affective learning for the instructor than did students in the permissive policy condition. Theoretical and practical implications, based on this surprising finding, also were discussed.
基于Finn and Ledbetter的(2013;2014)关于课堂技术政策的工作，本实验研究考察了在公开演讲课程的两个部分中实施允许和限制的手机政策，以及这些政策对学生认知和情感学习的影响。31名大学生(N = 31)根据他们在2016年秋季学期注册的公开演讲课程，被分配到允许或限制手机政策的条件下。结果表明，虽然在认知学习方面没有差异，但在限制性政策条件下的学生比在宽松政策条件下的学生对教师的情感学习有更大的表现。本文还讨论了基于这一惊人发现的理论和实践意义。
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