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Higher Education Pedagogies最新文献

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Case study of designing and evaluating an independent open learner model tool 设计和评估独立开放学习者模型工具的案例研究
IF 2.5 Q1 Social Sciences Pub Date : 2023-07-20 DOI: 10.1080/23752696.2023.2237331
Check-Yee Law, John C. Grundy, K. V. Baggo, A. Cain, Rajesh Vasa
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引用次数: 0
Developing critical intercultural awareness through video clip-assisted intercultural tasks 通过视频剪辑辅助跨文化任务培养批判性跨文化意识
IF 2.5 Q1 Social Sciences Pub Date : 2023-07-13 DOI: 10.1080/23752696.2023.2235337
Andi Susilo, Ping Yang, Ruying Qi
This paper reports quantitative findings of a project investigating the in-progress formation of EFL students’ critical intercultural awareness (CIA) in the Indonesian tertiary context. It examines a 10-week pedagogical intervention using culturally appropriate YouTube clips with intercultural tasks. A one-group pre-test/post-test design was employed involving a cohort of 50 undergraduate participants of mixed gender in five faculties and from varying ethnic groups. An intercultural awareness questionnaire was administered twice before and after the learning intervention. A paired-sample t-test was performed with SPSS 28 to examine the mean differences. The results revealed a significant improvement (Sig. 2-tailed value .001, p < .05) in participants’ CIA scores. This suggests that video clip-assisted intercultural tasks promote the development of abilities to identify, interpret, and critically evaluate the intercultural values embedded in the clips. The study further showed that gender, fields of study and ethnicity did not significantly contribute to the CIA development.
本文报告了一项研究项目的定量结果,该项目调查了印度尼西亚高等教育背景下英语学生批判性跨文化意识(CIA)的形成过程。它研究了一个为期10周的教学干预,使用文化上合适的YouTube片段进行跨文化任务。采用单组前测/后测设计,对来自5个学院的50名不同种族的男女混合本科生进行队列研究。在学习干预前后分别进行了两次跨文化意识问卷调查。用SPSS 28进行配对样本t检验,检验均数差异。结果显示参与者的CIA分数有显著改善(Sig. 2-tailed value .001, p < 0.05)。这表明,视频剪辑辅助的跨文化任务促进了识别、解释和批判性评价嵌入在视频剪辑中的跨文化价值的能力的发展。研究进一步表明,性别、学习领域和种族对中情局的发展没有显著影响。
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引用次数: 0
Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics 评估教师教育计划的全球能力发展:一套准则的内部一致性和可靠性
IF 2.5 Q1 Social Sciences Pub Date : 2023-05-26 DOI: 10.1080/23752696.2023.2216190
D. Parmigiani, Aviva Bar Nir, Kate Ferguson-Patrick, Alona Forkosh Baruch, Eileen Heddy, Maria Antonietta Impedovo, Marcea Ingersoll, Mellita Jones, Yael Kimhi, Mónica Lourenço, S. Macqueen, V. Pennazio, Laura Sokal, Renata Timkova, Sina Westa, G. Wikan
Global competence is a complex concept as it is multifaceted, composite, multi-layered, multidimensional
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引用次数: 0
Enhancing critical thinking in operations management education: a framework with visual-based mapping for interdisciplinary and systems thinking 在营运管理教育中加强批判性思维:一个跨学科和系统思维的基于视觉映射的框架
IF 2.5 Q1 Social Sciences Pub Date : 2023-05-25 DOI: 10.1080/23752696.2023.2216388
Chee-Chong Teo, Xinghua Wang, Seng Chee Tan, Jason Lee
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引用次数: 1
Rethinking the essay: student perceptions of collaborative digital multimodal composition in the college classroom 重新思考论文:学生对大学课堂上协作式数字多模态作文的看法
IF 2.5 Q1 Social Sciences Pub Date : 2023-05-24 DOI: 10.1080/23752696.2023.2216194
K. Highland, Jana Fedtke
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引用次数: 1
Navigating learning and teaching in expanding culturally diverse higher education settings 在不断扩大的多元文化高等教育环境中引导学习和教学
IF 2.5 Q1 Social Sciences Pub Date : 2023-01-19 DOI: 10.1080/23752696.2023.2165527
K. Markey, M. Graham, D. Tuohy, J. McCarthy, Claire O'donnell, Therese Hennessy, A. Fahy, Brid O’ Brien
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引用次数: 3
Building motivationally supportive course-based research experiences for undergraduates: a self-determination theory perspective 为本科生建立动机支持的课程研究经验:自我决定理论的视角
IF 2.5 Q1 Social Sciences Pub Date : 2023-01-19 DOI: 10.1080/23752696.2023.2165528
Stephen C. Scogin, M. Marks, Cathy Mader, Kendall Phillips
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引用次数: 2
The process of developing a hybrid interprofessional education initiative for graduate students 为研究生开展混合跨专业教育的过程
IF 2.5 Q1 Social Sciences Pub Date : 2022-10-20 DOI: 10.1080/23752696.2022.2137055
Rafael Inoa, Kelly L. Sullivan, Keri Giordano, Kimberly D Wynarczuk
ABSTRACT The purpose of this qualitative exploratory case study using document analysis was to explain the process of developing an interprofessional education initiative at a public university in the northeastern US. The aim of the initiative was to provide interprofessional education to graduate students. Documents, including a descriptive timeline of the initiative; student discussion posts, reflective journals, and announcements; emails; and a syllabus, were analyzed to determine successes and challenges encountered throughout the initiative. Process theory, as used in project management research, was employed as the conceptual framework of the study. The analysis revealed nine themes for successes and seven themes for challenges. Implications for the future design and implementation of interprofessional education opportunities across masters and doctoral programs relevant to these themes are discussed. Practical implications and suggestions for future research are also provided.
摘要本研究采用文献分析法进行定性探索性案例研究,旨在解释美国东北部一所公立大学制定跨专业教育计划的过程。该计划旨在为研究生提供跨专业教育。文件,包括倡议的描述性时间表;学生讨论帖、反思日志和公告;电子邮件;并对教学大纲进行了分析,以确定在整个倡议中取得的成功和遇到的挑战。项目管理研究中使用的过程理论被用作研究的概念框架。分析揭示了9个成功主题和7个挑战主题。讨论了与这些主题相关的硕士和博士项目对未来跨专业教育机会的设计和实施的影响。并对今后的研究提出了实际意义和建议。
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引用次数: 1
Collaborator, applied linguist, academic, expense? Exploring the professional identities of academic language and learning professionals 合作者、应用语言学家、学者、费用?探索学术语言和学习专业人员的职业身份
IF 2.5 Q1 Social Sciences Pub Date : 2022-10-05 DOI: 10.1080/23752696.2022.2130390
Ben Fenton-Smith, L. Gurney
ABSTRACT The complex role of academic language and learning (ALL) professionals in higher education is poorly understood, even though it contributes to key outcomes such as improved study skills, academic language enhancement, curriculum development and student retention. In this paper, we explore the multiple professional identities of people working in this field. Ten ALL practitioners employed in Australian universities took part in semi-structured interviews exploring their roles and the contextual constraints and affordances of their work. We elaborate on eight discrete subject positions that emerged from the participants’ data: the collaborator, the relationship manager, the applied linguist, the teacher, the content (non) expert, the academic, the strategist, and the expense. We draw on a critical realist frame to articulate the interplay between structure and individual agency within these identities, highlighting the range of expertise that ALL practitioners bring to the role.
学术语言和学习(ALL)专业人员在高等教育中的复杂作用鲜为人知,尽管它有助于提高学习技能、学术语言增强、课程开发和学生保留率等关键成果。在本文中,我们探讨了在这一领域工作的人的多重职业身份。澳大利亚大学雇用的10名所有从业人员参加了半结构化访谈,探讨他们的角色以及他们工作的背景限制和支持。我们详细阐述了从参与者的数据中出现的八个独立的主题职位:合作者,关系经理,应用语言学家,教师,内容(非)专家,学者,战略家和费用。我们利用批判现实主义框架来阐明这些身份中结构和个人代理之间的相互作用,强调所有从业者为角色带来的专业知识范围。
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引用次数: 0
Supervisor perspectives in STEM PhD supervision: a social realist analysis of current trends STEM博士监督中的监督视角:对当前趋势的社会现实主义分析
IF 2.5 Q1 Social Sciences Pub Date : 2022-10-03 DOI: 10.1080/23752696.2022.2130391
Alan S. Cornell, W. Doorsamy, K. Padayachee
ABSTRACT The traditional academic pipeline has branched out significantly in recent years. The motivation of students pursuing higher degrees has also changed dramatically in response to wider socio-economic needs. Supervisors of PhD students are consequently faced with the need to adapt supervision practices to equip graduates with a broader suite of workplace competencies. However, PhD supervision is a practice located in the broader setting of a higher education system, conditioned by factors that change over time. In this paper we share the perspectives of a range of STEM supervisors from varying backgrounds on their conceptions of the purpose and goals of the PhD. Archer’s Social Realist theoretical framework was used in a comparative analysis between groups and across themes. It also enabled a novel visualisation in the form of a heat map, illustrating the mechanisms shaping supervision practices, highlighting the strong interplay between student agency and the development of particular dispositions.
摘要近几年来,传统的学术管道已经显著扩展。为了满足更广泛的社会经济需求,学生攻读更高学位的动机也发生了巨大变化。因此,博士生的导师们面临着调整导师实践的需要,以使毕业生具备更广泛的工作能力。然而,博士生监督是一种位于更广泛的高等教育体系中的实践,受随着时间变化的因素的制约。在本文中,我们分享了来自不同背景的一系列STEM导师对博士学位目的和目标的看法。阿彻的社会现实主义理论框架被用于群体之间和跨主题的比较分析。它还以热图的形式实现了一种新颖的可视化,展示了形成监督实践的机制,突出了学生代理与特定性格发展之间的强大相互作用。
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引用次数: 0
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Higher Education Pedagogies
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