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Learning gain – A U.S. perspective 学习收获——美国视角
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1508361
M. Andrade
ABSTRACT In the U.S., regional accrediting commission standards allow for a range of approaches for determining learning gain in higher education institutions. Standards may vary across accrediting bodies, but follow a common set of good practice principles. Although improvement should be the goal of learning gains assessment, accreditation compliance is the main driver followed by a desire to improve student learning. Several national initiatives are having a positive impact on learning gain efforts. These include the identification of essential learning outcomes, the implementation of high impact practices, and the use of VALUE rubrics across institutions. The latter were created by faculty members as part of a multi-institutional national project. In sum, the learning gain landscape in the U.S. is characterized by a fairly decentralized approach together with collaborative, voluntary national initiatives; however, buy-in has been gradual and improvement is needed in terms of making meaningful learning improvements based on assessment data.
摘要在美国,地区认证委员会的标准允许采用一系列方法来确定高等教育机构的学习收益。认证机构的标准可能各不相同,但遵循一套共同的良好实践原则。尽管改进应该是学习成绩评估的目标,但认证合规性是改善学生学习的主要驱动力。一些国家举措正在对争取学习的努力产生积极影响。其中包括确定基本的学习成果,实施高影响力的实践,以及在各机构中使用价值准则。后者是由教员创建的,作为多机构国家项目的一部分。总之,美国的学习收益格局的特点是相当分散的方法以及合作、自愿的国家倡议;然而,认同是渐进的,在基于评估数据进行有意义的学习改进方面需要改进。
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引用次数: 4
Academic success: Is it just about the grades? 学业成功:仅仅是成绩吗?
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1462096
Moira Cachia, S. Lynam, R. Stock
Abstract Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students’ understanding of academic success. The presented study aimed to identify students’ views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons.
研究人员在研究学业成就时,经常用评估分数来量化学业成就。考虑到学生对学业成功的理解,这个假设受到了质疑。提出的研究旨在确定学生对其定义的看法,以及他们认为在实现这一目标方面至关重要的因素。英国伦敦一所现代大学的16名心理学本科生参加了三个焦点小组中的一个。参与者将学业成功定义为:学习过程的完成;获得学科知识;发展就业技能。对收集到的数据进行专题分析得出两个主题:内在因素,包括动机、自主学习和个人技能;外在因素包括教学内容和学生支持结构。会议上对这些结果的讨论得出的结论是,要实现学业上的成功和最大限度地减少就业岗位资格方面的技能差距,需要将内在因素作为必修课程的一个组成部分加以解决,而不是作为可选的附加内容。
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引用次数: 42
Matching final assessment to employability: developing a digital viva as an end of programme assessment 将最终评估与就业能力相匹配:开发数字简历,作为项目评估的结束
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1510294
M. Scott, J. Unsworth
ABSTRACT While traditionally the viva voce examination had a central role in student assessment it fell out of favour as higher education expanded. This paper describes the development of a digital video viva examination to promote a more authentic and lower stakes method of assessment for students in their final under-graduate module. The paper presents a case study using a module from pre-registration nursing but the approach could be useful for other practice based and vocational disciplines in the health sciences, social work and business management and law. The paper describes the challenges of developing a truly authentic assessment when faced with academic requirements of the programme. The problems of video assessment include broadband speeds and file sharing are discussed. The authors were able to develop a lower stakes assessment with students on average recording and re-recording their viva submission 3.41 times and rehearsing it 3.67 times.
虽然传统上,语音考试在学生评估中起着核心作用,但随着高等教育的发展,它已不再受欢迎。本文描述了一个数字视频现场考试的发展,以促进一个更真实和低风险的评估方法,为学生在他们的最后的本科模块。本文介绍了一个使用预注册护理模块的案例研究,但该方法可能对健康科学、社会工作、商业管理和法律等其他基于实践和职业学科有用。本文描述了在面对课程的学术要求时开发真正真实的评估所面临的挑战。讨论了视频评估中的宽带速度、文件共享等问题。作者能够开发出一种低风险的评估方法,学生平均记录和重新记录他们的viva提交3.41次,排练3.67次。
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引用次数: 8
Which first-year students are making most learning gains in STEM subjects? 哪些一年级学生在STEM科目上取得了最大的学习成果?
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1484671
Jekaterina Rogaten, B. Rienties
ABSTRACT With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e. gender, ethnicity, Social Economic Status, prior educational qualifications) influence students’ learning trajectories. Longitudinal academic performance data were sampled from 4222 first-year STEM students across nine modules and analysed using multi-level growth-curve modelling. There were significant differences between white and non-White students, and students with different prior educational qualifications. However, student-level characteristics accounted only for a small portion of variance. The majority of variance was explained by module-level characteristics and assessment level characteristics.
摘要:随着卓越教学框架的引入,许多注意力都集中在衡量学习成果上。大量研究发现,随着时间的推移,学生的个人特征会影响学业进步。本案例研究旨在探索如何将先进的统计技术与大数据相结合,为学生如何随着时间的推移而进步提供潜在的新见解,特别是学生的社会人口统计(即性别、种族、社会经济地位、先前学历)如何影响学生的学习轨迹。从4222名STEM一年级学生的九个模块中抽取纵向学习成绩数据,并使用多层次增长曲线模型进行分析。白人和非白人学生以及具有不同学历的学生之间存在显著差异。然而,学生水平的特征只占方差的一小部分。大部分差异由模块级特征和评估级特征解释。
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引用次数: 10
Eliciting student teacher’s views on educational research to support practice in the modern diverse classroom: a workshop approach 启发学生教师对教育研究的看法,以支持现代多元化课堂的实践:工作坊方法
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1498748
E. McCartney, H. Marwick, G. Hendry, Erin C. Ferguson
ABSTRACT Teachers’ professionalism includes using educational research to support their work in the modern diverse classroom. Student teachers’ views as they enter the profession are therefore important. Within a Higher Education Academy social science priority research strand, ‘Supporting research-informed teacher education in a changing policy environment’, this study developed workshops to ascertain student teachers’ views on educational research, preparing materials suitable for primary and secondary sectors. These could be updated, and used by other higher education courses. Face-to-face or email workshops asked participants about their current uses of educational research, and to read and comment upon one policy research extract and one ‘what works’ research review. Small-scale piloting suggested the workshops readily elicited views, and students identified some personal changes following participation. Participants were generally unfamiliar with the principles of ‘what works’ research. Thematic analysis suggested students considered educational research was often inaccessible, but wanted accessible research to inform their practice.
摘要教师的专业精神包括利用教育研究来支持他们在现代多样化课堂中的工作。因此,学生教师在进入职业生涯时的观点非常重要。在高等教育学院社会科学优先研究领域“在不断变化的政策环境中支持基于研究的教师教育”中,这项研究开发了研讨会,以确定学生教师对教育研究的看法,并准备适合中小学部门的材料。这些可以更新,并被其他高等教育课程使用。面对面或电子邮件研讨会询问参与者目前对教育研究的使用情况,并阅读和评论一份政策研究摘要和一份“什么有效”的研究综述。小规模试点表明,研讨会很容易引发人们的看法,学生们在参与后发现了一些个人变化。参与者通常不熟悉“什么有效”研究的原则。专题分析表明,学生们认为教育研究往往是不可访问的,但希望可访问的研究能为他们的实践提供信息。
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引用次数: 3
Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams 在工程师中灌输协作和反思实践:使用基于团队的学习策略为学生在项目团队中工作做好准备
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1468224
Matthew Greetham, Kate Ippolito
ABSTRACT This case study from the Civil and Environmental Engineering department of a UK university presents an educational design that uses team-based learning (TBL) to prepare students prior to undertaking a group project. Our aim is to show how the established TBL approach can be used in a novel way as a precursor to a group project to improve the achievement of learning outcomes. The purpose of the TBL was to ensure pre-reading was completed, to instil a sense of subject matter mastery, to allow students to discuss complex issues and to develop collaborative and inclusive behaviours. These skills and knowledge were necessary to successfully complete the follow-on group project and importantly for success in their future careers. Student’s end of module reflective statements indicated that they positively collaborated and communicated when working on a group project.
本案例研究来自英国一所大学的土木与环境工程系,介绍了一种教育设计,该设计使用基于团队的学习(TBL)来帮助学生在进行小组项目之前做好准备。我们的目的是展示如何以一种新颖的方式使用既定的TBL方法,作为小组项目的先驱,以提高学习成果的实现。TBL的目的是确保完成预读,灌输对主题的掌握感,允许学生讨论复杂的问题,培养合作和包容的行为。这些技能和知识是成功完成后续小组项目所必需的,对他们未来职业生涯的成功也很重要。学生在模块结束时的反思陈述表明,他们在小组项目中积极合作和沟通。
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引用次数: 14
Predicting gainful learning in Higher Education; a goal-orientation approach 高等教育中有益学习的预测目标导向的方法
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1435298
Alex Forsythe, M. Jellicoe
Abstract We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as ‘self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience’. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.
我们提供的数据可能不仅为那些有兴趣开发学习收益衡量的人提供了方向,而且为那些希望通过有收益的学习直接提高学生表现的人提供了一条途径。理查森发现,学生成绩与学业自我效能感、成绩目标和努力调节三个自我调节变量之间存在适度的相关性。我们研究了学生的自我调节行为和预测这些行为如何预测反馈参与和行为改变。数据提供了越来越多的证据,表明掌握方法、目标导向、来自反馈的挑战性干预和动机意图是与行为改变相关的基本个人构念。这些初步的发现支持了这样一种建议,即有酬学习的衡量标准可以被操作化为“自我报告的行为,表明通过学习和经验有效地获得有益的技能、知识和态度”。也有证据表明,需要更多的研究来理解心态的测量。
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引用次数: 12
Academic success: the role of mental toughness in predicting and creating success 学业成功:心理韧性在预测和创造成功中的作用
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1507623
R. Stock, S. Lynam, Moira Cachia
ABSTRACT Research examining the links between Mental Toughness, Positive and Negative Affect and Academic Success was presented at the Annual Higher Education STEM Conference (HEA STEM). The results indicated that undergraduate students of psychology (n = 141) showed a positive correlation between Control of Life (a component of Mental Toughness) and Academic Success, as measured by their grades. Further relationships between components of each scale were found to differ between genders. Females showed negative relationships between Confidence in Abilities and Control of Emotion and Academic Success, while males showed links only between Commitment and Positive Affect, and Commitment and Academic Success – both of these being positive relationships. In this conference reflection piece, the results of this research will be examined in the light of the wider discussions on employability in relation to ‘Resilience’ and how Academic Success is measured.
一年一度的高等教育STEM会议(HEA STEM)上发表了一项研究,研究了心理韧性、积极和消极影响与学业成功之间的联系。结果表明,141名心理学本科学生(n = 141)的学业成绩与生活控制(心理韧性的一个组成部分)呈正相关。每个量表组成部分之间的进一步关系被发现在性别之间是不同的。女性在能力自信、情绪控制和学业成功之间表现出负相关,而男性只在承诺和积极情感、承诺和学业成功之间表现出联系——两者都是正相关。在这篇会议反思文章中,这项研究的结果将根据与“弹性”相关的就业能力以及如何衡量学业成功的更广泛讨论进行检查。
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引用次数: 4
Enhancing student employability through urban ecology fieldwork 通过城市生态学实地考察提高学生的就业能力
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1462097
J. Peacock, K. Bacon
Abstract Students undertook a one-hour urban ecology activity based on the University of Leeds campus. The aims of the session were (1) to help students to link ecological theory to practice and (2) to encourage students to begin to think about and develop an online professional identity. Students were encouraged to tweet throughout the session and were surveyed four weeks after the session to determine if the aims had been met. A majority of students enjoyed the session and saw the links between the theory and practice of ecology. Most students also identified that an online professional identity is important and something that they should be developing. The session highlights that employability and professional development skills can be introduced to students within a subject-specific context early in their degree programme and still highlight the importance of generic transferable skills related to employability.
学生们以利兹大学校园为背景进行了一场一小时的城市生态活动。该课程的目的是(1)帮助学生将生态理论与实践联系起来,(2)鼓励学生开始思考和发展在线职业身份。学生们被鼓励在整个课程中发推特,并在课程结束四周后接受调查,以确定目标是否已经实现。大多数学生都很喜欢这个课程,并且看到了生态学理论与实践之间的联系。大多数学生还认为,网络职业身份很重要,是他们应该发展的。该会议强调,就业能力和专业发展技能可以在学位课程的早期在特定学科的背景下介绍给学生,同时仍然强调与就业能力相关的通用可转移技能的重要性。
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引用次数: 12
Teaching planning theory as planner roles in urban planning education 规划理论在城市规划教育中的作用
IF 2.5 Q1 Social Sciences Pub Date : 2018-01-01 DOI: 10.1080/23752696.2018.1425098
K. Olesen
Abstract Planning theory is often portrayed as a subject that urban planning students find too abstract and fail to see the relevance of. This paper advocates the perspective that planning theory can be made more student-friendly. This requires, firstly, that academic discussions about the relevance of planning theory for urban planning practice are integrated into the course module. If students are to appreciate planning theory, it requires that they understand how planning theory can inspire planning practice. Secondly, it requires careful considerations to the pedagogy of planning theory. The paper suggests that teaching planning theory as a variety of planner roles offers a helpful pedagogical approach for helping students construct their identities as urban planners. The paper builds on the author’s own experiences of teaching planning theory in a master’s urban planning programme, and has been written as part of the author’s completion of a pedagogical course for university lecturers (The pedagogical course for university lecturers is a 10 ECTS course for assistant professors, which provides the participants with the pedagogical and didactic foundations for a university career).
抽象规划理论通常被描述为城市规划专业的学生觉得过于抽象,看不到它的相关性。这篇论文提倡这样一种观点,即规划理论可以变得更加学生友好。这首先要求将规划理论与城市规划实践相关性的学术讨论纳入课程模块。如果学生要欣赏规划理论,就需要他们了解规划理论如何启发规划实践。其次,它需要对规划理论的教育学进行仔细的思考。本文认为,将规划理论作为各种规划师角色进行教学,为帮助学生构建城市规划师的身份提供了一种有用的教学方法。本文以笔者在城市规划硕士研究生课程中讲授规划理论的亲身经历为基础,作为作者完成大学讲师教学课程的一部分(大学讲师的教学课程是为助理教授开设的10 ECTS课程,为参与者的大学生涯提供教学和教学基础)。
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引用次数: 17
期刊
Higher Education Pedagogies
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