Pub Date : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.10227
Paul D. Carrière, V. Girard, Diane Ruelland
Cet article explique le processus de création d’un cours en médecine vétérinaire qui vise à intéresser les étudiants aux enjeux des productions animales. L’article est une analyse rétrospective de cinq versions successives du cours, qui a donné lieu à l’élaboration d’un cadre de référence explicite qui relie trois concepts-clés : 1) Productions animales comme objet d’analyse; 2) Développement durable comme paradigme d’intégration des dimensions économiques, sociales et environnementales et 3) Délibération éthique comme processus d’analyse. Le cours propose une approche innovatrice basée sur l’apprentissage actif, l’apprentissage par les pairs et la délibération éthique pour résoudre le principal conflit de valeurs en lien avec une étude de cas d’une intervention vétérinaire dans une perspective de développement durable. La méthode proposée répond aux exigences du programme par compétence de la Faculté de médecine vétérinaire sur l’acquisition des compétences de professionnalisme et d’intégration de la démarche scientifique. La démarche pédagogique présentée dans cet article contribue à l’avancement des connaissances en enseignement et en apprentissage de la médecine vétérinaire en valorisant les savoirs et les savoir-être de la profession dans une perspective d’ouverture aux autres disciplines et intervenants de la filière agricole. Cette méthode interactive pourrait s’adapter à d’autres programmes d’études postsecondaires cherchant à définir le rôle et la contribution de leurs disciplines à l’égard de différents défis liés au développement durable.
{"title":"Contribution de l’enseignement de la médecine vétérinaire aux enjeux du développement durable des productions animales","authors":"Paul D. Carrière, V. Girard, Diane Ruelland","doi":"10.5206/cjsotlrcacea.2023.1.10227","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.10227","url":null,"abstract":"Cet article explique le processus de création d’un cours en médecine vétérinaire qui vise à intéresser les étudiants aux enjeux des productions animales. L’article est une analyse rétrospective de cinq versions successives du cours, qui a donné lieu à l’élaboration d’un cadre de référence explicite qui relie trois concepts-clés : 1) Productions animales comme objet d’analyse; 2) Développement durable comme paradigme d’intégration des dimensions économiques, sociales et environnementales et 3) Délibération éthique comme processus d’analyse. Le cours propose une approche innovatrice basée sur l’apprentissage actif, l’apprentissage par les pairs et la délibération éthique pour résoudre le principal conflit de valeurs en lien avec une étude de cas d’une intervention vétérinaire dans une perspective de développement durable. La méthode proposée répond aux exigences du programme par compétence de la Faculté de médecine vétérinaire sur l’acquisition des compétences de professionnalisme et d’intégration de la démarche scientifique. La démarche pédagogique présentée dans cet article contribue à l’avancement des connaissances en enseignement et en apprentissage de la médecine vétérinaire en valorisant les savoirs et les savoir-être de la profession dans une perspective d’ouverture aux autres disciplines et intervenants de la filière agricole. Cette méthode interactive pourrait s’adapter à d’autres programmes d’études postsecondaires cherchant à définir le rôle et la contribution de leurs disciplines à l’égard de différents défis liés au développement durable.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"34 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89436718","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.13768
M. Rocchi, Jenepher Lennox‐Terrion
Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors’ reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.
{"title":"The Relationship between Professors’ Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations","authors":"M. Rocchi, Jenepher Lennox‐Terrion","doi":"10.5206/cjsotlrcacea.2023.1.13768","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13768","url":null,"abstract":"Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors’ reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"49 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85484353","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.13734
Homaira Hamidzada, S. Sinha, M. Roberts, Shadi Dalili
Undergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several interventions such as course-integrated tutorials or discussion sessions have aimed to assist students. Another effective approach that chemistry educators might consider is Supplemental Instruction (SI), a well-established program that emphasizes student-driven learning whereby student SI leaders facilitate discussions to help students arrive at solutions while also developing effective communication and study skills. A type of SI, Facilitated Study Groups (FSG), established by the Centre for Teaching and Learning at the University of Toronto Scarborough (UTSC) in 2009, were introduced regularly into organic chemistry courses in 2012. This program provides semester-long optional small-group peer learning sessions, each of which corresponds to a course lecture. The aim of this paper is to provide comprehensive coverage detailing the structure of the organic chemistry FSG program, peer facilitation strategies employed, quantitative/qualitative synthesis of student outcomes indicating program uptake. We consistently find significantly higher grades and significantly lower attrition rates for students who regularly attend FSG sessions in comparison to those who do not (n=16 semesters). Given the growing diversity of undergraduate classes in terms of approaches to learning, language, and cultural barriers (international students, English second-language learners, learning and psychosocial disabilities), our FSG sessions seek to foster inclusion amongst our heterogeneous pool of attendees. Here, we describe strategies that tailored FSG sessions to a diverse group of undergraduate students as suggested by a sizable percentage of the class availing themselves of this resource and by a narrative synthesis of end-of-term surveys. Together, we demonstrate successful adoption of an SI-based model for organic chemistry and present a practical framework that includes pedagogically informed session strategies and cost estimates to guide design of similar programs for post-secondary students at other institutions.
{"title":"Facilitated Study Groups for Undergraduate Organic Chemistry: Experience from a Large Public Canadian University","authors":"Homaira Hamidzada, S. Sinha, M. Roberts, Shadi Dalili","doi":"10.5206/cjsotlrcacea.2023.1.13734","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13734","url":null,"abstract":"Undergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several interventions such as course-integrated tutorials or discussion sessions have aimed to assist students. Another effective approach that chemistry educators might consider is Supplemental Instruction (SI), a well-established program that emphasizes student-driven learning whereby student SI leaders facilitate discussions to help students arrive at solutions while also developing effective communication and study skills. A type of SI, Facilitated Study Groups (FSG), established by the Centre for Teaching and Learning at the University of Toronto Scarborough (UTSC) in 2009, were introduced regularly into organic chemistry courses in 2012. This program provides semester-long optional small-group peer learning sessions, each of which corresponds to a course lecture. The aim of this paper is to provide comprehensive coverage detailing the structure of the organic chemistry FSG program, peer facilitation strategies employed, quantitative/qualitative synthesis of student outcomes indicating program uptake. We consistently find significantly higher grades and significantly lower attrition rates for students who regularly attend FSG sessions in comparison to those who do not (n=16 semesters). Given the growing diversity of undergraduate classes in terms of approaches to learning, language, and cultural barriers (international students, English second-language learners, learning and psychosocial disabilities), our FSG sessions seek to foster inclusion amongst our heterogeneous pool of attendees. Here, we describe strategies that tailored FSG sessions to a diverse group of undergraduate students as suggested by a sizable percentage of the class availing themselves of this resource and by a narrative synthesis of end-of-term surveys. Together, we demonstrate successful adoption of an SI-based model for organic chemistry and present a practical framework that includes pedagogically informed session strategies and cost estimates to guide design of similar programs for post-secondary students at other institutions.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"259 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76254365","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.11023
Adam Stibbards
Empathy is a fundamental skill in developing trusting, respectful relationships, which is a required capacity for many college program graduates upon entering the Canadian workforce. However, little is known about how faculty define, value, and teach students to develop and effectively utilize empathy. A grounded methodological approach shaped the gathering of curriculum and interview data to assess relevant faculty understandings and teaching approaches. Faculty generally shared an understanding of empathy as ‘putting yourself in another person’s shoes’, while also valuing attention to emotions and a perspective-taking orientation. All faculty saw empathy as central to their students’ future success in the field, and to the well-being of Canadian society as a whole. A variety of teaching approaches were noted, with an emphasis on experiential methods. Faculty members expressed universal interest in further collaboration with peers.
{"title":"‘The Tool of Our Trade’: Defining and Teaching Empathy in College Programs","authors":"Adam Stibbards","doi":"10.5206/cjsotlrcacea.2023.1.11023","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.11023","url":null,"abstract":"Empathy is a fundamental skill in developing trusting, respectful relationships, which is a required capacity for many college program graduates upon entering the Canadian workforce. However, little is known about how faculty define, value, and teach students to develop and effectively utilize empathy. A grounded methodological approach shaped the gathering of curriculum and interview data to assess relevant faculty understandings and teaching approaches. Faculty generally shared an understanding of empathy as ‘putting yourself in another person’s shoes’, while also valuing attention to emotions and a perspective-taking orientation. All faculty saw empathy as central to their students’ future success in the field, and to the well-being of Canadian society as a whole. A variety of teaching approaches were noted, with an emphasis on experiential methods. Faculty members expressed universal interest in further collaboration with peers.\u0000 ","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82868558","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.14439
Jayne Baker, Tyler Evans-Tokaryk
Universities across Canada and elsewhere have a longstanding focus on improving students’ writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data—a discursive analysis and student survey—exploring the impact of writing instruction and support in the context of a required social science research methods course. The course is situated in an institutional context whereby specific courses are targeted for writing support through the provision of additional funds. The results indicate that the structure of the course—featuring components like tutorials and scaffolded assignment design—facilitates gains in student writing. The discursive analysis shows improvements across the three assignments submitted throughout the term and a positive impact of tutorial attendance. The survey indicates that students have an overall positive impression of the supports designed specifically with the learning of writing and research skills in mind.
{"title":"Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course","authors":"Jayne Baker, Tyler Evans-Tokaryk","doi":"10.5206/cjsotlrcacea.2023.1.14439","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.14439","url":null,"abstract":"Universities across Canada and elsewhere have a longstanding focus on improving students’ writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data—a discursive analysis and student survey—exploring the impact of writing instruction and support in the context of a required social science research methods course. The course is situated in an institutional context whereby specific courses are targeted for writing support through the provision of additional funds. The results indicate that the structure of the course—featuring components like tutorials and scaffolded assignment design—facilitates gains in student writing. The discursive analysis shows improvements across the three assignments submitted throughout the term and a positive impact of tutorial attendance. The survey indicates that students have an overall positive impression of the supports designed specifically with the learning of writing and research skills in mind.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"11 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74539803","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.13781
Coralie McCormack, D. Schönwetter, Gesa Ruge, Robert Kennelly
Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.
{"title":"Promoting University Teacher Resilience through Teaching Philosophy Development","authors":"Coralie McCormack, D. Schönwetter, Gesa Ruge, Robert Kennelly","doi":"10.5206/cjsotlrcacea.2023.1.13781","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13781","url":null,"abstract":"Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"93 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80274836","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.10885
H. Poole, Ayesha Khan, Alyssa C. Smith, Amanda Stypulkowski
The mental health of undergraduate students is a concern across many North American institutions. To support students’ mental well-being and help them manage stress, many Canadian post-secondary institutions have introduced a mid-semester break during the fall term. However, there has been limited work evaluating whether this fall break is associated with a decrease in stress (a well-established correlate of mental health). Further, it is not known which demographic variables and lifestyle factors (e.g., sleep patterns, regular exercise) may contribute to a change in stress surrounding the fall break. We assessed the effects of the fall break on perceived stress levels and investigated whether these effects varied according to gender and the quality of students’ social network. Our results indicate that on its own, the fall break did not reduce students’ level of perceived stress. Further, students who reported feeling socially disconnected reported greater stress (both pre- and post-break) than those who reported being more content with their social network. Men in our sample reported less perceived stress than women. We recommend that mental health initiatives on campuses integrate strategies to build social connections between students and emphasize outreach programs to students who report feeling socially disconnected. We acknowledge the increased necessity and challenge of doing this in the context of education in the time of COVID-19.
{"title":"The Importance of Others: The Link Between Stress and Social Connectedness in University Students","authors":"H. Poole, Ayesha Khan, Alyssa C. Smith, Amanda Stypulkowski","doi":"10.5206/cjsotlrcacea.2023.1.10885","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.10885","url":null,"abstract":"The mental health of undergraduate students is a concern across many North American institutions. To support students’ mental well-being and help them manage stress, many Canadian post-secondary institutions have introduced a mid-semester break during the fall term. However, there has been limited work evaluating whether this fall break is associated with a decrease in stress (a well-established correlate of mental health). Further, it is not known which demographic variables and lifestyle factors (e.g., sleep patterns, regular exercise) may contribute to a change in stress surrounding the fall break. We assessed the effects of the fall break on perceived stress levels and investigated whether these effects varied according to gender and the quality of students’ social network. Our results indicate that on its own, the fall break did not reduce students’ level of perceived stress. Further, students who reported feeling socially disconnected reported greater stress (both pre- and post-break) than those who reported being more content with their social network. Men in our sample reported less perceived stress than women. We recommend that mental health initiatives on campuses integrate strategies to build social connections between students and emphasize outreach programs to students who report feeling socially disconnected. We acknowledge the increased necessity and challenge of doing this in the context of education in the time of COVID-19.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"2014 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86838060","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 : 2023-05-31DOI: 10.5206/cjsotlrcacea.2023.1.9371
Emily O'Connor, Kevin Roy, Fergal T O'Hagan, Elizabeth Campbell Brown, Gisèle Richard, Ellyssa Walsh, A. Flynn
We developed and launched an online, course-integrated module called Growth & Goals aimed to help students better develop evidence-based learning skills. The module focuses on five main concepts: self-regulated learning, goal-setting, metacognition, mindfulness, and mindsets (growth and fixed continuum). Growth & Goals is an open education resource available for download at no cost to any educator through FlynnResearchGroup.com/GrowthGoals. The module is available in both French and English and can be customized to any university course. The module addresses the aforementioned concepts through a combination of text and videos, with interspersed interactive activities that students use to develop their learning skills. Growth & Goals is intended to help students effectively manage the challenges they may encounter as they progress through their postsecondary academic career and beyond and become more proficient learners. Since 2017, the module has been implemented in more than 15 university courses and has been used by over 8000 students. The preliminary evaluation of Growth & Goals has been largely positive, indicating that the module has been well received by both students and educators and that it successfully guides students in learning the module’s concepts.
{"title":"Growth and Goals Module: A Course-Integrated Open Education Resource to Help Students Increase their Learning Skills","authors":"Emily O'Connor, Kevin Roy, Fergal T O'Hagan, Elizabeth Campbell Brown, Gisèle Richard, Ellyssa Walsh, A. Flynn","doi":"10.5206/cjsotlrcacea.2023.1.9371","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.9371","url":null,"abstract":"We developed and launched an online, course-integrated module called Growth & Goals aimed to help students better develop evidence-based learning skills. The module focuses on five main concepts: self-regulated learning, goal-setting, metacognition, mindfulness, and mindsets (growth and fixed continuum). Growth & Goals is an open education resource available for download at no cost to any educator through FlynnResearchGroup.com/GrowthGoals. The module is available in both French and English and can be customized to any university course. The module addresses the aforementioned concepts through a combination of text and videos, with interspersed interactive activities that students use to develop their learning skills. Growth & Goals is intended to help students effectively manage the challenges they may encounter as they progress through their postsecondary academic career and beyond and become more proficient learners. Since 2017, the module has been implemented in more than 15 university courses and has been used by over 8000 students. The preliminary evaluation of Growth & Goals has been largely positive, indicating that the module has been well received by both students and educators and that it successfully guides students in learning the module’s concepts.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"43 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80631489","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 : 2022-02-15DOI: 10.5206/cjsotlrcacea.2022.1.10879
Brandon J. Justus, Shayna A. Rusticus, Brittney L. P. Stobbe
Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.
自主学习是指学生在确定自己的学习需求、管理自己的学习策略和结果方面发挥主导作用的过程，无论有没有他人的帮助。与此相关，自主学习准备(SDLR)关注的是自主学习所需的态度、能力和人格特征。在研究一中，我们对SDLR量表(Fisher et al.， 2001)进行了缩短和略微修改，使其更适用于更广泛地在本科大学生中使用，并检验了其因素结构和信度。在194名学生的样本中，该量表的三因素结构(自我管理、学习欲望和自我控制)得到了可接受的信度证实。在研究二中，我们检验了修改后的SDLR子量表是否预测了256名本科生对教师指导或学生指导的课堂形式的偏好。我们进行了一系列四个多元线性回归来检验SDLR的三个维度是否预测四种课堂偏好类型(知识建构、教师指导、合作学习和被动学习)。虽然这些分析中有三个具有中小型效应量的统计显著性，但结果最低限度地支持了我们的假设。我们讨论这些结果是否表明SDLR与教学风格之间缺乏关系，或者这些结果是否可能是样本的特征。
{"title":"Does Self-directed Learning Readiness Predict Undergraduate Students’ Instructional Preferences?","authors":"Brandon J. Justus, Shayna A. Rusticus, Brittney L. P. Stobbe","doi":"10.5206/cjsotlrcacea.2022.1.10879","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2022.1.10879","url":null,"abstract":"Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78059885","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 : 2022-02-15DOI: 10.5206/cjsotlrcacea.2022.1.10801
Brenna Han, Candice A. Rideout
In order to effectively support students’ learning and development at university, we need a better understanding of what helps undergraduate students thrive in the university environment. In this study, we surveyed 204 senior undergraduate students at a large research-intensive university in western Canada to explore factors related to thriving as a university student. We measured sense of belonging (including perceived faculty understanding, peer support, and classroom comfort), task value (students’ perceptions of the value of their course content), and academic achievement (self-reported grade point average) for students’ current year and their recollections of their first year at university. We also asked students to identify factors they considered integral to becoming a successful university learner. Both sense of belonging and perceived task value increased from first to senior year. Sense of belonging was consistently associated with academic achievement, whereas task value was associated with academic achievement in first year only. Two components of belonging (faculty understanding, classroom comfort) predicted academic achievement in first year; only one (classroom comfort) predicted academic achievement in the current year. Qualitative analysis of responses to open-ended questions identified themes in four categories as key contributors to students’ development and success: personal development, social support, course design, and university resources and opportunities. Factors related to personal development (e.g., learning to prioritize health, improving time management skills, and developing self-regulated learning skills) were identified most frequently as key components in students’ adaptation to university learning environments. Insights from this study can inform development of curricular and co-curricular strategies to better support undergraduate students’ learning and development at university.
{"title":"Factors Associated with University Students’ Development and Success: Insights from Senior Undergraduates","authors":"Brenna Han, Candice A. Rideout","doi":"10.5206/cjsotlrcacea.2022.1.10801","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2022.1.10801","url":null,"abstract":"In order to effectively support students’ learning and development at university, we need a better understanding of what helps undergraduate students thrive in the university environment. In this study, we surveyed 204 senior undergraduate students at a large research-intensive university in western Canada to explore factors related to thriving as a university student. We measured sense of belonging (including perceived faculty understanding, peer support, and classroom comfort), task value (students’ perceptions of the value of their course content), and academic achievement (self-reported grade point average) for students’ current year and their recollections of their first year at university. We also asked students to identify factors they considered integral to becoming a successful university learner. Both sense of belonging and perceived task value increased from first to senior year. Sense of belonging was consistently associated with academic achievement, whereas task value was associated with academic achievement in first year only. Two components of belonging (faculty understanding, classroom comfort) predicted academic achievement in first year; only one (classroom comfort) predicted academic achievement in the current year. Qualitative analysis of responses to open-ended questions identified themes in four categories as key contributors to students’ development and success: personal development, social support, course design, and university resources and opportunities. Factors related to personal development (e.g., learning to prioritize health, improving time management skills, and developing self-regulated learning skills) were identified most frequently as key components in students’ adaptation to university learning environments. Insights from this study can inform development of curricular and co-curricular strategies to better support undergraduate students’ learning and development at university.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80014849","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：