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Evaluating the benefits of virtual training for bioscience students 评估生物科学学生虚拟训练的效益
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1599689
Sarah K. Coleman, Caroline L. Smith
ABSTRACT Virtual laboratory simulations are commercially available to train students; these creative resources are available to complete remotely without traditional time and safety restrictions of laboratory-based practical classes. We introduced a Health and Safety virtual laboratory simulation to a core large first-year science module. Having surveyed students using a combination of Likert-type responses, multiple answer questions and free text responses, students reported that it had increased understanding and knowledge. Additionally, students reported that the laboratory simulation was motivating and had increased confidence for actual practical classes. We also surveyed students one year after completing the simulation finding a similar pattern of responses; the simulation had been useful, increasing confidence and knowledge about Health and Safety. Our data show that the virtual laboratory simulation improved student understanding and was still perceived to have been useful one year after completion, providing evidence of a longer term impact of the simulation on student learning.
虚拟实验室模拟是商业上可用于培养学生;这些创造性的资源可以远程完成,没有传统的时间和安全限制的实验室为基础的实践课程。我们引入了一个健康和安全虚拟实验室模拟的核心大型一年级科学模块。在对学生进行了李克特式回答、多答案问题和自由文本回答相结合的调查后,学生们报告说,这增加了他们的理解和知识。此外,学生们报告说,实验室模拟很有激励作用,并增加了对实际实践课程的信心。我们还在完成模拟一年后对学生进行了调查,发现了类似的反应模式;模拟很有用,增加了对健康和安全的信心和知识。我们的数据表明,虚拟实验室模拟提高了学生的理解能力,并且在完成一年后仍然被认为是有用的,这为模拟对学生学习的长期影响提供了证据。
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引用次数: 27
The benefits of a press release coursework for undergraduates 新闻发布课程对本科生的好处
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1587715
G. Hughes, Benjamin J. White, D. J. Wilkinson
ABSTRACT Today’s academic staff and students are faced with increasing challenges including respective delivery and development of essential subject-specific content, research and diverse transferable skills for future employment. To meet these needs, we piloted an academic and Media Relations delivery partnership focussing on developing science communication skills to our undergraduate medical science students. This case study reports that the introduction of a science media workshop, combined with a short 250-word, low-stakes, summative press release coursework, proved to be an efficient and effective approach. The assessment required reading and understanding ‘unknown’ primary research findings and submission via the University Media Relations template for ‘real-world’ needs. Co-developed grading criteria allowed for rapid marking and feedback, and the academic-Media Relations marks correlated closely. Student feedback indicated that this authentic exercise was valued, being ‘different’ and ‘enjoyable’ for introducing key skills for research critique whilst also highlighting science media as a vocational route.
摘要当今的教职员工和学生面临着越来越大的挑战,包括各自提供和发展重要的特定学科内容、研究和为未来就业提供多样化的可转移技能。为了满足这些需求,我们试行了一种学术和媒体关系交付合作伙伴关系,重点是培养医学本科生的科学沟通技能。该案例研究报告称,引入科学媒体研讨会,再加上250字的简短、低风险、总结性的新闻发布课程,被证明是一种有效的方法。评估需要阅读和理解“未知”的主要研究结果,并通过大学媒体关系模板提交以满足“现实世界”的需求。共同制定的评分标准允许快速评分和反馈,学术媒体关系评分密切相关。学生反馈表明,这种真实的练习很受重视,因为它“与众不同”,“令人愉快”,因为它介绍了研究批评的关键技能,同时也强调了科学媒体是一种职业途径。
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引用次数: 1
Blogs in the modern foreign languages curriculum. A case study on the use of blogging as a pedagogic tool and a mode of assessment for modern foreign languages students 博客在现代外语课程中的应用。现代外语学生使用博客作为教学工具和评估模式的个案研究
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1644660
L. Di Gregorio, F. Beaton
ABSTRACT Since the early 2000s, the numbers studying Modern Foreign Languages at university has declined, although there is a strong body of evidence that language capabilities are valued and in demand by employers, operating in global markets and working with international partners. A significant element in the Higher Education MFL curriculum to these challenges is to adopt innovative and engaging approaches to teaching, including the use of technology to develop the range and confidence of students’ language skills and prepare them for formative and summative assessment. This paper, drawing on theoretical perspectives of social learning, peer collaboration and curriculum design, considers the role of blogging in developing language capability, engaging students with real life non-academic forms of reflective writing and addressing the interrelatedness of language skills, cultural awareness and personal growth. It discusses the challenges of embedding new assessment methods in the curriculum and potential implications for practice in and beyond Modern Languages learning and teaching.
摘要自21世纪初以来,在大学学习现代外语的人数有所下降,尽管有大量证据表明,语言能力受到雇主的重视和需求,雇主在全球市场运营,并与国际合作伙伴合作。高等教育MFL课程中应对这些挑战的一个重要因素是采用创新和引人入胜的教学方法,包括使用技术来发展学生的语言技能范围和信心,并为形成性和终结性评估做好准备。本文从社会学习、同伴合作和课程设计的理论角度出发,考虑了博客在培养语言能力、让学生参与现实生活中的非学术形式的反思性写作以及解决语言技能、文化意识和个人成长之间的相互关系方面的作用。它讨论了在课程中嵌入新的评估方法的挑战,以及对现代语言学习和教学内外的实践的潜在影响。
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引用次数: 7
Developing a framework for sustainable growth of flexible learning opportunities 为灵活学习机会的可持续增长制定框架
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2018.1564879
M. Andrade, Bethany Alden-Rivers
ABSTRACT Flexible learning increases access to higher education, particularly for traditionally undeserved students. First-time entrants, who may lack the cultural capital to be successful, may also be more likely to participate in flexible learning than traditional students, and particularly in online and blended courses. We posit that success for all students enrolling in flexible forms of learning can be achieved through course design and responsive pedagogies. For these efforts to be successful, competency frameworks must be developed, and initial and ongoing training provided for teaching staff. This paper discusses a theory-based and practice-informed framework for the scalable expansion of flexible learning, which in our case, encompassed online learning, blended learning, competency-based education, and open educational resources. We provide a context for the framework, introduce the framework, discuss the steps for developing and implementing it, and share initial findings and implications.
灵活的学习方式增加了接受高等教育的机会,特别是对于传统上不受教育的学生。首次入学的学生可能缺乏成功所需的文化资本,他们也可能比传统学生更有可能参与灵活的学习,尤其是在在线和混合课程中。我们认为,通过课程设计和响应式教学法,所有参加灵活学习形式的学生都能取得成功。为了使这些努力取得成功,必须开发能力框架,并为教学人员提供初步和持续的培训。本文讨论了一个基于理论和实践的框架,用于灵活学习的可扩展扩展,在我们的案例中,包括在线学习、混合学习、基于能力的教育和开放教育资源。我们提供了框架的上下文,介绍了框架,讨论了开发和实施框架的步骤,并分享了初步发现和影响。
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引用次数: 25
The exploration of students’ learning gain following immersive simulation – the impact of feedback 沉浸式模拟对学生学习收获的探索——反馈的影响
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1642123
Dawn Morley, S. Bettles, C. Derham
ABSTRACT With an increasing emphasis on the importance of real-world learning in higher education, coupled with demand for placement experience, simulation has become an increasingly popular pedagogy. However, literature is scant on how students feedforward their learning from the simulation debrief into placement. A mixed-method study of 108 student nurses explored how feedback from the debriefing contributed to students’ learning from immersive simulation and whether students used this learning in the placement that followed. In this case, authenticity, realism and interaction were achieved through the use of actors, high fidelity mannequins, clinicians, medical equipment and replicated clinical environments. Results indicated barriers to feedforward at the two stages of the simulation feedback process and the transition of learning into practice. Recommendations identify measures to strengthen the formative feedback phases between the university and practice settings and further enhance the potential of simulation pedagogy.
摘要随着人们越来越重视现实世界学习在高等教育中的重要性,再加上对实习体验的需求,模拟已经成为一种越来越流行的教育学。然而,关于学生如何将模拟汇报中的学习前馈到安置中的文献很少。一项针对108名实习护士的混合方法研究探讨了汇报的反馈如何有助于学生从沉浸式模拟中学习,以及学生是否在接下来的实习中使用了这种学习。在这种情况下,真实性、真实性和互动性是通过使用演员、高保真人体模型、临床医生、医疗设备和复制的临床环境来实现的。结果表明,在模拟反馈过程和学习向实践过渡的两个阶段存在前馈障碍。建议确定了加强大学和实践环境之间形成反馈阶段的措施,并进一步提高模拟教学法的潜力。
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引用次数: 12
Promoting student engagement by strengthening the link between research and teaching in Higher Education: an early career researcher perspective 通过加强高等教育中研究与教学之间的联系来促进学生的参与:一个早期职业研究者的视角
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1669205
Tasnima Aktar, L. Oxley
ABSTRACT Having the opportunity to teach is a valuable experience to those starting out in the world of academia. In this article, the authors cast a reflective lens on their experiences of teaching and their participation in a structured programme York Learning and Teaching Award (YLTA), designed for new and aspiring academics and working towards becoming an Associate Fellow of The Higher Education Academy (AFHEA). They consider how research and teaching could be more closely linked in Higher Education and suggest benefits that could be gained from this link. In particular, they explore how strengthening the link between research and teaching in Higher Education could promote positive student engagement.
摘要:对于那些刚进入学术界的人来说,有机会教书是一种宝贵的经验。在这篇文章中,作者们反思了他们的教学经历,以及他们对约克学习与教学奖(YLTA)结构化项目的参与,该项目专为有抱负的新学者设计,旨在成为高等教育学院(AFHEA)的副研究员。他们考虑了如何在高等教育中更紧密地联系研究和教学,并提出了从这种联系中可以获得的好处。特别是,他们探讨了在高等教育中加强研究和教学之间的联系如何促进学生的积极参与。
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引用次数: 2
Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education 探讨高等教育中学生对评估和反馈不满的“邪恶”问题
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1644659
Susan J. Deeley, M. Fischbacher-Smith, D. Karadzhov, Elina Koristashevskaya
ABSTRACT Student dissatisfaction with assessment and feedback is a significant challenge for most UK Higher Education Institutions according to a key national survey. This paper explores the meaning, challenges and potential opportunities for enhancement in assessment and feedback within the authors' own institution as illustrative of approaches that can be taken elsewhere. Using a qualitative design, a review of assessment and feedback, which included an exploration of students' perceptions, was made in one College of the University. The findings highlighted variations in assessment and feedback practice across the College with dissatisfaction typically being due to misunderstanding or miscommunication between staff and students. Drawing on the review, we assert in this paper that students' dissatisfaction with assessment and feedback is not a 'tame' problem for which a straightforward solution exists. Instead, it is a 'wicked' problem that requires a complex approach with multiple interventions.
摘要根据一项重要的全国性调查,学生对评估和反馈的不满对大多数英国高等教育机构来说是一个重大挑战。本文探讨了在作者自己的机构内加强评估和反馈的意义、挑战和潜在机会,以说明可以在其他地方采取的方法。采用定性设计,在该大学的一个学院对评估和反馈进行了审查,其中包括对学生感知的探索。调查结果强调了整个学院在评估和反馈实践中的差异,不满通常是由于教职员工和学生之间的误解或沟通失误。根据这篇综述,我们在本文中断言,学生对评估和反馈的不满并不是一个“温和”的问题,可以直接解决。相反,这是一个“邪恶”的问题,需要一种复杂的方法和多种干预措施。
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引用次数: 24
Opinion piece: ensuring an effective higher engineering provision for STEM engaged applicants 意见稿:确保为STEM申请者提供有效的更高工程条款
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1664133
D. Knapton
ABSTRACT This paper is positioned at the junction between the requirements of the manufacturing industry for a significantly increased number of professionally registered engineers in the UK employment pool and the excellent work which is ongoing in and around the education sector to encourage more young people to follow a career in this field. Higher Education (HE) is a natural stepping stone between these two stakeholder areas of the skills pipeline and has an opportunity to make a unique contribution to ensure an effective HE engineering provision for Science, Technology, Engineering and Maths (STEM) engaged applicants.
本文定位于制造业对英国就业池中专业注册工程师数量显着增加的要求与教育部门及其周围正在进行的优秀工作之间的交汇处,以鼓励更多的年轻人在这一领域从事职业。高等教育(HE)是连接技能管道中这两个利益相关者领域的天然跳板,并有机会为确保为科学、技术、工程和数学(STEM)专业的申请人提供有效的高等教育工程提供独特的贡献。
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引用次数: 0
Integrating ideas from design disciplines into the STEM curricula 将设计学科的思想融入STEM课程
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1599688
Gareth Loudon
ABSTRACT The ‘Future of Jobs’ report from the World Economic Forum highlights that creativity is one of the most important skills needed by the workforce. One way of enhancing the creativity of students undertaking STEM subjects is by taking inspiration from design disciplines. The product design curriculum has creativity at its heart and follows a product oriented learning strategy, integrating ideas from the humanities and sciences, mixing theory and practice. The curriculum is structured to support multidisciplinary collaboration between students from different courses to bring in new ideas, perspectives and skills. Students are encouraged to explore new ideas, materials and technologies through play and experimentation. Teaching is undertaken in a studio environment rather than a lecture hall, enabling group discussions and practical activities to take place as part of teaching sessions. If ideas from the world of design are integrated into the STEM curricula, perhaps student creativity and engagement will improve?
世界经济论坛的“未来工作”报告强调,创造力是劳动力所需的最重要技能之一。提高STEM学生创造力的一个方法是从设计学科中汲取灵感。产品设计课程以创意为核心,遵循以产品为导向的学习策略,整合人文与科学的思想,将理论与实践相结合。课程的结构是为了支持来自不同课程的学生之间的多学科合作,带来新的想法,观点和技能。鼓励学生通过游戏和实验探索新的想法、材料和技术。教学在工作室环境中进行,而不是在演讲厅,使小组讨论和实践活动成为教学课程的一部分。如果来自设计世界的想法被整合到STEM课程中,也许学生的创造力和参与度会有所提高?
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引用次数: 6
Solving the quantitative skills gap: a flexible learning call to arms! 解决数量技能差距:灵活的学习号召!
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2018.1564880
S. Cook, Duncan Watson, Dimitrios V. Vougas
ABSTRACT Recent years have witnessed the emergence of a growing literature bemoaning the level of quantitative methods provision within the U.K. Higher Education sector, noting its negative impact upon the subsequent skills of graduates and their preparedness for the workplace. The present paper documents and evaluates an attempt to counter these issues via the introduction of an increasing element of flexible learning on a business and financial forecasting module. Using a mixture of empirical methods, it is shown that flexible learning results in improvements in student performance and ability across a range of metrics. It is argued that ‘broad’ forms of flexible learning can be employed to overcome the concerns of an increasingly negative literature on quantitative methods provision and the subsequent skills levels of students.
摘要近年来,越来越多的文献对英国高等教育部门提供定量方法的水平表示不满,指出其对毕业生的后续技能和工作准备产生了负面影响。本文记录并评估了通过在商业和财务预测模块中引入越来越多的灵活学习元素来解决这些问题的尝试。通过混合使用经验方法,研究表明,灵活的学习可以在一系列指标上提高学生的表现和能力。有人认为,可以采用“广泛”形式的灵活学习来克服越来越负面的文献对定量方法提供和学生后续技能水平的担忧。
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引用次数: 8
期刊
Higher Education Pedagogies
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