Pub Date : 2022-08-03DOI: 10.18870/hlrc.v12i2.1342
S. Gumusoglu, Maria Noterman Soulinthavong, Jennifer Barr
Objectives: Research almost always culminates in the communication of findings. Despite the necessity of grant and manuscript writing throughout academic careers, scientific trainees often receive little guided practice in written communication. To fill this gap, we designed, implemented, and evaluated a voluntary writing initiative for biomedical students at a research-intensive (R1) university in the midwestern United States called Writing Initiative in Neuroscience (WIN). Method: WIN consisted of didactic and workshop components. The didactic component included discussions with topic-specific experts on writing grants and manuscripts for the public and for non-academic scientific careers. The workshop component consisted of small group-based peer review of participant writing samples. Student self-enrollment consistently filled all available seats over three separate cohorts, including those formed during the COVID-19 pandemic. Student self-assessments were implemented to determine improvements quantitatively and qualitatively in writing and peer-review across 3 years of WIN programming. Results: Student self-assessment of writing skills before and after programming revealed improved scientific writing competency with medium or large effect sizes. Qualitative self-assessments indicated perceived improvements in writing competency and confidence. Collectively, students who participated in WIN improved their writing and communication skills and gained experience in providing and receiving feedback. Conclusions: Ultimately, peer-led writing initiatives, such as WIN, may enhance scholarly training and lay a foundation for future trainee writing success across scientific disciplines. Implications for Theory or Practice: These results support the utility of a student-centered writing workshop for biomedical students. Our study combined aspects of multiple existing resources, including peer feedback, interdisciplinary student backgrounds, and professional editing guidance. Together, these features formed a flexible and practical writing workshop, which can be used as a template for biomedical training programs.
{"title":"A WINning Approach: Teaching Science Communication Skills through Small-Group Workshops","authors":"S. Gumusoglu, Maria Noterman Soulinthavong, Jennifer Barr","doi":"10.18870/hlrc.v12i2.1342","DOIUrl":"https://doi.org/10.18870/hlrc.v12i2.1342","url":null,"abstract":"Objectives: Research almost always culminates in the communication of findings. Despite the necessity of grant and manuscript writing throughout academic careers, scientific trainees often receive little guided practice in written communication. To fill this gap, we designed, implemented, and evaluated a voluntary writing initiative for biomedical students at a research-intensive (R1) university in the midwestern United States called Writing Initiative in Neuroscience (WIN). Method: WIN consisted of didactic and workshop components. The didactic component included discussions with topic-specific experts on writing grants and manuscripts for the public and for non-academic scientific careers. The workshop component consisted of small group-based peer review of participant writing samples. Student self-enrollment consistently filled all available seats over three separate cohorts, including those formed during the COVID-19 pandemic. Student self-assessments were implemented to determine improvements quantitatively and qualitatively in writing and peer-review across 3 years of WIN programming. Results: Student self-assessment of writing skills before and after programming revealed improved scientific writing competency with medium or large effect sizes. Qualitative self-assessments indicated perceived improvements in writing competency and confidence. Collectively, students who participated in WIN improved their writing and communication skills and gained experience in providing and receiving feedback. Conclusions: Ultimately, peer-led writing initiatives, such as WIN, may enhance scholarly training and lay a foundation for future trainee writing success across scientific disciplines. Implications for Theory or Practice: These results support the utility of a student-centered writing workshop for biomedical students. Our study combined aspects of multiple existing resources, including peer feedback, interdisciplinary student backgrounds, and professional editing guidance. Together, these features formed a flexible and practical writing workshop, which can be used as a template for biomedical training programs.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49147693","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 : 2022-07-28DOI: 10.18870/hlrc.v12.i2.1325
Akanksha Ghai, Urvashi Tandon
Objectives: The purpose of the study is to examine various dimensions of aesthetic visual design and their role in predicting usability in e-learning in higher education institutions of northern India. Using quantitative means of data collection, this research identified, ways and means to make learning content effectively usable, that is, attractive, interesting, motivating, and engaging for the learners. Method: A survey questionnaire was developed through focused group discussions with field experts. Data were collected through online as well as offline modes. A Google form was created and its weblink was shared with the students pursuing degree courses in various state universities in northern India. Several visits and revisits were also undertaken to various universities to approach the respondents Results: Results confirmed consistency, typography, graphics, grid, and layout as factors responsible for predicting usability of e-learning. Surprisingly, color and compositional guidelines emerged insignificant. Implications: The study has implications for teaching and learning activities that promote effective learning. The findings are beneficial for course-design faculty who develop modules by considering visual design elements that can facilitate interaction with and understanding of content by students learning in an online modality.
{"title":"Analyzing Impact of Aesthetic Visual Design on Usability of E-Learning: An Emerging Economy Perspective","authors":"Akanksha Ghai, Urvashi Tandon","doi":"10.18870/hlrc.v12.i2.1325","DOIUrl":"https://doi.org/10.18870/hlrc.v12.i2.1325","url":null,"abstract":"Objectives: The purpose of the study is to examine various dimensions of aesthetic visual design and their role in predicting usability in e-learning in higher education institutions of northern India. Using quantitative means of data collection, this research identified, ways and means to make learning content effectively usable, that is, attractive, interesting, motivating, and engaging for the learners. Method: A survey questionnaire was developed through focused group discussions with field experts. Data were collected through online as well as offline modes. A Google form was created and its weblink was shared with the students pursuing degree courses in various state universities in northern India. Several visits and revisits were also undertaken to various universities to approach the respondents Results: Results confirmed consistency, typography, graphics, grid, and layout as factors responsible for predicting usability of e-learning. Surprisingly, color and compositional guidelines emerged insignificant. Implications: The study has implications for teaching and learning activities that promote effective learning. The findings are beneficial for course-design faculty who develop modules by considering visual design elements that can facilitate interaction with and understanding of content by students learning in an online modality.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47494578","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 : 2022-07-01Epub Date: 2022-06-10DOI: 10.1161/CIRCINTERVENTIONS.121.011562
Hirotomo Sato, João L Cavalcante, Richard Bae, Vinayak N Bapat, Santiago Garcia, Mario Gössl, Go Hashimoto, Miho Fukui, Maurice Enriquez-Sarano, Paul Sorajja
Background: Although transcatheter edge-to-edge repair (TEER) is effective and safe, there is a need for better prediction of optimal outcomes. We aimed to determine predictors of optimal reduction in mitral regurgitation (MR) and survival with TEER.
Methods: We examined mitral anatomy and its change with TEER on outcomes in 183 patients (age, 82 [77-87] years; 53% women). Coaptation reserve was measured as the distance of continuous apposition of the A2 and P2 leaflet segments in 2-dimensional apical long-axis imaging at the site of the predominant jet of MR. Augmentation in coaptation was measured as the total amount of leaflet insertion. Addressable coaptation area was calculated using the physical boundaries of the TEER device.
Results: Coaptation reserve, its augmentation, and addressable coaptation area were strong predictors of MR reduction (all P<0.001), as well as heart failure hospitalization and death. For patients with either mild or no residual MR, median values for coaptation reserve, its augmentation, and addressable coaptation area were 3.7 (2.8-4.5) mm, 7.3 (5.2-9.5) mm, and 59.0 (48.0-71.8) mm2, respectively. Receiver operating characteristic analyses determined the best values for optimal MR reduction as a coaptation reserve of >3.0 mm (P<0.001), addressable coaptation area of ≥52 mm2 (P<0.001), and coaptation augmentation of ≥4.7 mm (P<0.001). These values were associated with greater 2-year survival free of all-cause mortality and persisting even in analyses restricted to those with mild or no residual MR after TEER.
Conclusions: Coaptation reserve and its augmentation are simple, independent parameters that predict optimal MR reduction and better survival in patients undergoing TEER. These findings may have implications for patient selection and expanded use of the therapy.
{"title":"Coaptation Reserve Predicts Optimal Reduction in Mitral Regurgitation and Long-Term Survival With Transcatheter Edge-to-Edge Repair.","authors":"Hirotomo Sato, João L Cavalcante, Richard Bae, Vinayak N Bapat, Santiago Garcia, Mario Gössl, Go Hashimoto, Miho Fukui, Maurice Enriquez-Sarano, Paul Sorajja","doi":"10.1161/CIRCINTERVENTIONS.121.011562","DOIUrl":"10.1161/CIRCINTERVENTIONS.121.011562","url":null,"abstract":"<p><strong>Background: </strong>Although transcatheter edge-to-edge repair (TEER) is effective and safe, there is a need for better prediction of optimal outcomes. We aimed to determine predictors of optimal reduction in mitral regurgitation (MR) and survival with TEER.</p><p><strong>Methods: </strong>We examined mitral anatomy and its change with TEER on outcomes in 183 patients (age, 82 [77-87] years; 53% women). Coaptation reserve was measured as the distance of continuous apposition of the A2 and P2 leaflet segments in 2-dimensional apical long-axis imaging at the site of the predominant jet of MR. Augmentation in coaptation was measured as the total amount of leaflet insertion. Addressable coaptation area was calculated using the physical boundaries of the TEER device.</p><p><strong>Results: </strong>Coaptation reserve, its augmentation, and addressable coaptation area were strong predictors of MR reduction (all <i>P</i><0.001), as well as heart failure hospitalization and death. For patients with either mild or no residual MR, median values for coaptation reserve, its augmentation, and addressable coaptation area were 3.7 (2.8-4.5) mm, 7.3 (5.2-9.5) mm, and 59.0 (48.0-71.8) mm<sup>2</sup>, respectively. Receiver operating characteristic analyses determined the best values for optimal MR reduction as a coaptation reserve of >3.0 mm (<i>P</i><0.001), addressable coaptation area of ≥52 mm<sup>2</sup> (<i>P</i><0.001), and coaptation augmentation of ≥4.7 mm (<i>P</i><0.001). These values were associated with greater 2-year survival free of all-cause mortality and persisting even in analyses restricted to those with mild or no residual MR after TEER.</p><p><strong>Conclusions: </strong>Coaptation reserve and its augmentation are simple, independent parameters that predict optimal MR reduction and better survival in patients undergoing TEER. These findings may have implications for patient selection and expanded use of the therapy.</p>","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"5 1","pages":"e011562"},"PeriodicalIF":5.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89812367","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 : 2022-07-01DOI: 10.18870/hlrc.v12i0.1316
Jeff Kuntz, V. Manokore
Abstract Objectives: The main objective of this study was to explore students’ experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic. Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson’s model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions. Results: Findings were organized according to Anderson’s six factors in online teaching, namely: (a) Independent Study; (b) Peer, Family, & Professional Support; (c) Structured Learning Resources; (d) Community of Inquiry; (e) Communication; and (f) Paced, Collaborative Learning. The study revealed both challenges and opportunities that students experienced during their transition to emergency virtual remote learning. Conclusions: The invitation to students to share what worked—and what didn’t—yielded a wealth of specific suggestions for engaging students, promoting accountability, and supporting collaborative learning. Implication for Practice: This study looked past anticipated pressure points to reveal critical teaching factors that challenge—or enable—students as they transition to emergency virtual remote teaching. Post-secondary instructors would be well served to consider how they promote self-efficacy, provide access to supports, fashion an online learning environment, develop community, communicate expectations, and encourage collaboration.
{"title":"“I Did Not Sign Up For This”: Student Experiences of the Rapid Shift from In-person to Emergency Virtual Remote Learning During the COVID Pandemic","authors":"Jeff Kuntz, V. Manokore","doi":"10.18870/hlrc.v12i0.1316","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1316","url":null,"abstract":"Abstract Objectives: The main objective of this study was to explore students’ experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic. Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson’s model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions. Results: Findings were organized according to Anderson’s six factors in online teaching, namely: (a) Independent Study; (b) Peer, Family, & Professional Support; (c) Structured Learning Resources; (d) Community of Inquiry; (e) Communication; and (f) Paced, Collaborative Learning. The study revealed both challenges and opportunities that students experienced during their transition to emergency virtual remote learning. Conclusions: The invitation to students to share what worked—and what didn’t—yielded a wealth of specific suggestions for engaging students, promoting accountability, and supporting collaborative learning. Implication for Practice: This study looked past anticipated pressure points to reveal critical teaching factors that challenge—or enable—students as they transition to emergency virtual remote teaching. Post-secondary instructors would be well served to consider how they promote self-efficacy, provide access to supports, fashion an online learning environment, develop community, communicate expectations, and encourage collaboration.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42770313","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 : 2022-06-30DOI: 10.18870/hlrc.v12i1.1351
G. Burkholder, E. Krauskopf
We are pleased to publish the first regular issue (Volume 12, Issue 1) of Higher Learning Research Communications (HLRC) for 2022. While the pandemic waxes and wanes, students in many parts of the world are returning or have returned to face-to-face instruction. It will take some time to fully understand the impact of the pandemic on higher education and what lasting changes will result from it. The Special Issue, Education Technologies and COVID-19: Experiences and Lessons learned, for which we are continuing to review manuscripts, should provide some insight into this question.This letter also contains article summaries.
{"title":"Global Issues Spanning Higher Education","authors":"G. Burkholder, E. Krauskopf","doi":"10.18870/hlrc.v12i1.1351","DOIUrl":"https://doi.org/10.18870/hlrc.v12i1.1351","url":null,"abstract":"We are pleased to publish the first regular issue (Volume 12, Issue 1) of Higher Learning Research Communications (HLRC) for 2022. While the pandemic waxes and wanes, students in many parts of the world are returning or have returned to face-to-face instruction. It will take some time to fully understand the impact of the pandemic on higher education and what lasting changes will result from it. The Special Issue, Education Technologies and COVID-19: Experiences and Lessons learned, for which we are continuing to review manuscripts, should provide some insight into this question.This letter also contains article summaries.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44030110","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 : 2022-06-22DOI: 10.18870/hlrc.v12i0.1322
E. Hébert, R. Wood, Kwonchan Jeon, I. Reena
Objectives: During the COVID-19 pandemic, university faculty experienced an emergency pivot to online instruction in the Spring 2020 semester. Many had no prior online teaching experience and were given little time to adapt. This study examines pre-pandemic online teaching experience and training strategies used to learn how to teach online during the emergency remote teaching semester, perceptions of change in online teaching ability and the pandemic’s impact on teaching effectiveness, and interest in future online teaching opportunities. Method: Full-time faculty (n = 455) from four public regional universities in the southern United States completed a survey at the start of the Fall 2020 semester. Results: Over 35% had no prior online teaching experience, while 43% had taught several online courses. During the pandemic, in an effort to learn or improve online teaching skills, 13.4% sought peer mentoring, 31.9% completed a training program, and 34.9% both sought mentoring and completed training. Perceived online teaching skills, impact of the pandemic on teaching effectiveness, and interest in future online teaching were significantly related to prior online teaching experience and training sought. Conclusions: Faculty with less online experience perceived a greater negative effect of the pandemic on teaching performance and had less interest in future online teaching. Both mentoring and training enhanced perceived teaching skills, lowered the negative impact of the pandemic on teaching effectiveness, and promoted a positive attitude about future online teaching. Implications for Theory or Practice: The results provide support for the importance of faculty development programs in shaping attitudes and perceived effectiveness in online teaching and add to existent research on university faculty during the pandemic. Evidence from studies such as this provides universities with data that may be used to re-evaluate induction and training to improve instructional delivery in future instances when emergency remote teaching is required.
{"title":"Faculty Making the Emergency Online Transition During the COVID-19 Pandemic: Effects of Prior Online Teaching Experience and Strategies Used to Learn to Teach Online (Special Edition 2022)","authors":"E. Hébert, R. Wood, Kwonchan Jeon, I. Reena","doi":"10.18870/hlrc.v12i0.1322","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1322","url":null,"abstract":"Objectives: During the COVID-19 pandemic, university faculty experienced an emergency pivot to online instruction in the Spring 2020 semester. Many had no prior online teaching experience and were given little time to adapt. This study examines pre-pandemic online teaching experience and training strategies used to learn how to teach online during the emergency remote teaching semester, perceptions of change in online teaching ability and the pandemic’s impact on teaching effectiveness, and interest in future online teaching opportunities. Method: Full-time faculty (n = 455) from four public regional universities in the southern United States completed a survey at the start of the Fall 2020 semester. Results: Over 35% had no prior online teaching experience, while 43% had taught several online courses. During the pandemic, in an effort to learn or improve online teaching skills, 13.4% sought peer mentoring, 31.9% completed a training program, and 34.9% both sought mentoring and completed training. Perceived online teaching skills, impact of the pandemic on teaching effectiveness, and interest in future online teaching were significantly related to prior online teaching experience and training sought. Conclusions: Faculty with less online experience perceived a greater negative effect of the pandemic on teaching performance and had less interest in future online teaching. Both mentoring and training enhanced perceived teaching skills, lowered the negative impact of the pandemic on teaching effectiveness, and promoted a positive attitude about future online teaching. Implications for Theory or Practice: The results provide support for the importance of faculty development programs in shaping attitudes and perceived effectiveness in online teaching and add to existent research on university faculty during the pandemic. Evidence from studies such as this provides universities with data that may be used to re-evaluate induction and training to improve instructional delivery in future instances when emergency remote teaching is required.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44916662","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 : 2022-06-01DOI: 10.18870/hlrc.v12i0.1330
Melissa Reynell van der Ross, Chantal Olckers, P. Schaap
Objectives: The primary objective of this study was to explore the interplay of psychological conditions that influenced personal engagement among university students. As a theoretical lens through which to investigate this, the study used the job demands-resources model, the study demands-resources model, and the leader–member exchange theory. This study further aimed to explore outcomes that supported students in becoming lifelong learners (i.e., deep-learning approach). Method: Participants were undergraduate students registered at a South African university. We used a purposive, non-probability sampling strategy and employed a cross-sectional survey research design. This study used Mplus version 8.6 for the statistical analyses. Results: Results showed that the psychological conditions of meaningfulness (study resources), availability (burnout risk), and safety (student–leader–member exchange) influenced student engagement. In addition, the results showed that study demands were positively associated with student engagement, although this association can be regarded as small. Furthermore, study resources and student engagement were associated with a deep approach to learning. Conclusions: Findings from the present study demonstrated that Kahn’s theory carried implications beyond the workplace and held true in a student learning environment. Further, an exploration of the psychological conditions that led to engagement showed that the job demands-resources model and the study demands-resources model could be used to operationalise study resources as psychological meaningfulness and burnout risk as availability. Similarly, in the context of exploring the student-lecturer relationship, student leader–member exchange could be operationalised as psychological safety. Implication for Practice: Leaders in higher education are encouraged to focus not only on ensuring that students receive adequate support in terms of structures and physical resources during periods of uncertainty, such as the global COVID-19 pandemic, but to adopt a holistic approach that includes considering all the psychological conditions that encourage and promote students’ engagement. Method: Participants were undergraduate students registered at a South African university. A purposive, non-probability sampling strategy was used and a cross-sectional survey research design was employed. This study used Mplus version 8.6 for the statistical analyses. Results: Results showed that the psychological conditions of meaningfulness (study resources), availability (burnout risk), and safety (student–leader–member exchange) as conceptualised in Kahn’s (1990) grounded theory influenced student engagement. In addition, the results showed that study demands were positively associated with student engagement, although this association can be regarded as small. Furthermore, study resources and student engagement were associated with a deep approach to learning. Conclusions: Findings from the p
{"title":"Student Engagement and Learning Approaches during COVID-19: The Role of Study Resources, Burnout Risk, and Student Leader–Member Exchange as Psychological Conditions","authors":"Melissa Reynell van der Ross, Chantal Olckers, P. Schaap","doi":"10.18870/hlrc.v12i0.1330","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1330","url":null,"abstract":"Objectives: The primary objective of this study was to explore the interplay of psychological conditions that influenced personal engagement among university students. As a theoretical lens through which to investigate this, the study used the job demands-resources model, the study demands-resources model, and the leader–member exchange theory. This study further aimed to explore outcomes that supported students in becoming lifelong learners (i.e., deep-learning approach). Method: Participants were undergraduate students registered at a South African university. We used a purposive, non-probability sampling strategy and employed a cross-sectional survey research design. This study used Mplus version 8.6 for the statistical analyses. Results: Results showed that the psychological conditions of meaningfulness (study resources), availability (burnout risk), and safety (student–leader–member exchange) influenced student engagement. In addition, the results showed that study demands were positively associated with student engagement, although this association can be regarded as small. Furthermore, study resources and student engagement were associated with a deep approach to learning. Conclusions: Findings from the present study demonstrated that Kahn’s theory carried implications beyond the workplace and held true in a student learning environment. Further, an exploration of the psychological conditions that led to engagement showed that the job demands-resources model and the study demands-resources model could be used to operationalise study resources as psychological meaningfulness and burnout risk as availability. Similarly, in the context of exploring the student-lecturer relationship, student leader–member exchange could be operationalised as psychological safety. Implication for Practice: Leaders in higher education are encouraged to focus not only on ensuring that students receive adequate support in terms of structures and physical resources during periods of uncertainty, such as the global COVID-19 pandemic, but to adopt a holistic approach that includes considering all the psychological conditions that encourage and promote students’ engagement. Method: Participants were undergraduate students registered at a South African university. A purposive, non-probability sampling strategy was used and a cross-sectional survey research design was employed. This study used Mplus version 8.6 for the statistical analyses. Results: Results showed that the psychological conditions of meaningfulness (study resources), availability (burnout risk), and safety (student–leader–member exchange) as conceptualised in Kahn’s (1990) grounded theory influenced student engagement. In addition, the results showed that study demands were positively associated with student engagement, although this association can be regarded as small. Furthermore, study resources and student engagement were associated with a deep approach to learning. Conclusions: Findings from the p","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"183 S486","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266673","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 : 2022-05-18DOI: 10.18870/hlrc.v12i0.1311
Melissa C Garvin, Emily Elizabeth Acosta Lewis
Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs. Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020. Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended toward being more likely to consider the use of service-learning as a high-impact practice as more important in their decision to continue teaching an SLC compared to male participants. Additional results and further implications are addressed. Conclusions: While there are significant barriers to teaching SLCs in a remote environment, there are viable solutions.
{"title":"Reasons Faculty Teach, or Do Not Teach, Service-Learning Courses in a Pandemic: The Role of Faculty Investment and Clues for the Future of Service-Learning","authors":"Melissa C Garvin, Emily Elizabeth Acosta Lewis","doi":"10.18870/hlrc.v12i0.1311","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1311","url":null,"abstract":"Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs. Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020. Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended toward being more likely to consider the use of service-learning as a high-impact practice as more important in their decision to continue teaching an SLC compared to male participants. Additional results and further implications are addressed. Conclusions: While there are significant barriers to teaching SLCs in a remote environment, there are viable solutions.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47601309","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 : 2022-05-17DOI: 10.18870/hlrc.v12i0.1317
Marco Cancino, Kylie Towle
Objectives: The purpose of this study was to explore Chilean higher education English as a foreign language (EFL) students’ perceptions toward components of their fully online learning experience and their computer self-efficacy during the CoVID-19 pandemic and assess how these variables are influenced by age, gender, and language proficiency. Method: Participants of the study were 236 undergraduate students (110 males and 126 females) who took a fully online EFL course in a professional institute in Chile. Likert-scale questionnaires were used to gather data on perceptions toward fully online language learning components (online participation, collaborative group work, instructional materials, and learning strategies and styles) and computer self-efficacy (CSE). Findings: Participants held overall positive views toward fully online language learning components but had negative views toward online participation. Findings revealed significant relationships between computer self-efficacy and perceptions toward fully online language learning components. The perceptions that learners held toward fully online courses seem to be unaffected by gender and proficiency level, although gender did impact CSE. Implications for Theory and Practice: Feeling disconnected from peers and the learning experience in general can lead to negative attitudes toward online learning as well as feelings of isolation. Learners may feel unmotivated, frustrated, and discouraged to continue participating in the course. Teachers can nurture a sense of community in the classroom by facilitating dialogue, providing timely feedback, moderating student discussions, and building social networks around learners. It is also important to promote healthy levels of computer self-efficacy that can positively influence perceptions toward group work and learning strategies. Conclusion: Emergency remote teaching can have a negative impact on online participation. As more educational institutions provide their students with online options for attending classes, teachers should focus on increasing peer collaboration and interaction.
{"title":"Relationships Among Higher Education EFL Student Perceptions Toward Fully Online Language Learning and Computer Self-efficacy, Age, Gender, and Proficiency Level in Emergency Remote Teaching Settings","authors":"Marco Cancino, Kylie Towle","doi":"10.18870/hlrc.v12i0.1317","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1317","url":null,"abstract":"Objectives: The purpose of this study was to explore Chilean higher education English as a foreign language (EFL) students’ perceptions toward components of their fully online learning experience and their computer self-efficacy during the CoVID-19 pandemic and assess how these variables are influenced by age, gender, and language proficiency. Method: Participants of the study were 236 undergraduate students (110 males and 126 females) who took a fully online EFL course in a professional institute in Chile. Likert-scale questionnaires were used to gather data on perceptions toward fully online language learning components (online participation, collaborative group work, instructional materials, and learning strategies and styles) and computer self-efficacy (CSE). Findings: Participants held overall positive views toward fully online language learning components but had negative views toward online participation. Findings revealed significant relationships between computer self-efficacy and perceptions toward fully online language learning components. The perceptions that learners held toward fully online courses seem to be unaffected by gender and proficiency level, although gender did impact CSE. Implications for Theory and Practice: Feeling disconnected from peers and the learning experience in general can lead to negative attitudes toward online learning as well as feelings of isolation. Learners may feel unmotivated, frustrated, and discouraged to continue participating in the course. Teachers can nurture a sense of community in the classroom by facilitating dialogue, providing timely feedback, moderating student discussions, and building social networks around learners. It is also important to promote healthy levels of computer self-efficacy that can positively influence perceptions toward group work and learning strategies. Conclusion: Emergency remote teaching can have a negative impact on online participation. As more educational institutions provide their students with online options for attending classes, teachers should focus on increasing peer collaboration and interaction.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48032074","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 : 2022-05-05DOI: 10.18870/hlrc.v12i1.1301
A. Morgan, Rebecca L. Jobe, Juli Konopa, L. D. Downs
Objectives: This study outlines the journey of an online university to evaluate faculty performance standards, key performance indicators, and systems for quality assurance using an appreciative inquiry summit model. The study reveals the power of quality appreciation as an approach that elicits a shared vision for quality definitions and standards and serves as a historical marker in the higher education shift from data-driven faculty performance approaches to strengths-based, inclusive methods. Method: The retrospective business case outlines one university’s 2018 Appreciative Inquiry Summit, 5D (define, discover, dream, design, destiny/deliver) approach, resulting deliverables, lessons learned, and conclusions. Results: The summit and subsequent quality appreciation processes laid a foundation for inclusive leadership and inclusive teaching and learning. Quality appreciation was observed to be a third component to quality enhancement that had heretofore included quality control and quality assurance mechanisms. Quality appreciation, based on appreciative inquiry (AI) approaches, is a method for uncovering the positive core of an organization that results in ideal quality standards, definitions, and desires for ongoing quality creation. Conclusions: This case provides a view of one university’s building upon data-driven methods for faculty performance evaluation. The use of appreciative inquiry to advance a quality appreciation agenda and human-centered approaches served as a stepping-stone toward a vision for inclusive, strengths-based quality enhancement. Implication for Theory and/or Practice: Quality control mechanisms and systems for quality assurance are supported by quality appreciation. In this case, faculty quality appreciation is the integration of AI practices with ongoing evaluation and identification of faculty and classroom quality standards. Quality Appreciation leads to strengthened definitions of quality that are values-driven and founded in the heart and soul of the university’s teaching and learning.
{"title":"Quality Assurance, Meet Quality Appreciation: Using Appreciative Inquiry to Define Faculty Quality Standards","authors":"A. Morgan, Rebecca L. Jobe, Juli Konopa, L. D. Downs","doi":"10.18870/hlrc.v12i1.1301","DOIUrl":"https://doi.org/10.18870/hlrc.v12i1.1301","url":null,"abstract":"Objectives: This study outlines the journey of an online university to evaluate faculty performance standards, key performance indicators, and systems for quality assurance using an appreciative inquiry summit model. The study reveals the power of quality appreciation as an approach that elicits a shared vision for quality definitions and standards and serves as a historical marker in the higher education shift from data-driven faculty performance approaches to strengths-based, inclusive methods. Method: The retrospective business case outlines one university’s 2018 Appreciative Inquiry Summit, 5D (define, discover, dream, design, destiny/deliver) approach, resulting deliverables, lessons learned, and conclusions. Results: The summit and subsequent quality appreciation processes laid a foundation for inclusive leadership and inclusive teaching and learning. Quality appreciation was observed to be a third component to quality enhancement that had heretofore included quality control and quality assurance mechanisms. Quality appreciation, based on appreciative inquiry (AI) approaches, is a method for uncovering the positive core of an organization that results in ideal quality standards, definitions, and desires for ongoing quality creation. Conclusions: This case provides a view of one university’s building upon data-driven methods for faculty performance evaluation. The use of appreciative inquiry to advance a quality appreciation agenda and human-centered approaches served as a stepping-stone toward a vision for inclusive, strengths-based quality enhancement. Implication for Theory and/or Practice: Quality control mechanisms and systems for quality assurance are supported by quality appreciation. In this case, faculty quality appreciation is the integration of AI practices with ongoing evaluation and identification of faculty and classroom quality standards. Quality Appreciation leads to strengthened definitions of quality that are values-driven and founded in the heart and soul of the university’s teaching and learning.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713435","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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