Pub Date : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.14
E. Abrahamson
{"title":"Review of the SoTL a guide for scientists, engineers and mathematicians","authors":"E. Abrahamson","doi":"10.20343/TEACHLEARNINQU.7.1.14","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.14","url":null,"abstract":"","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43788769","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.3
Stephanie Medley-Rath
I analyze student submissions from a photography-based assignment in introductory sociology. In this exploratory study, I address the patterns found in student submissions in order to uncover what sociological concepts students observe in their everyday lives. My primary research question, therefore, is what do introductory sociology students see when they are given few guidelines as to what they “should” see? The intent of this research is to focus on what concepts students identify, not my interpretation of students’ meaning. Students identify a range of concepts, yet tend to focus on broad (e.g., norms) rather than specific (e.g., folkways) or abstract (e.g., sociological imagination) concepts. By analyzing student submissions across semesters, I can illuminate where students are successful and where they are struggling. Moreover, this analysis demonstrates that students are superficially meeting the standards of the assignment, but it is still unclear whether students are demonstrating a grasp of sociological knowledge or relying on pre-existing common-sense knowledge to complete the assignment.
{"title":"Faking sociology?: A content analysis of an introductory sociology student photography assignment","authors":"Stephanie Medley-Rath","doi":"10.20343/TEACHLEARNINQU.7.1.3","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.3","url":null,"abstract":"I analyze student submissions from a photography-based assignment in introductory sociology. In this exploratory study, I address the patterns found in student submissions in order to uncover what sociological concepts students observe in their everyday lives. My primary research question, therefore, is what do introductory sociology students see when they are given few guidelines as to what they “should” see? The intent of this research is to focus on what concepts students identify, not my interpretation of students’ meaning. Students identify a range of concepts, yet tend to focus on broad (e.g., norms) rather than specific (e.g., folkways) or abstract (e.g., sociological imagination) concepts. By analyzing student submissions across semesters, I can illuminate where students are successful and where they are struggling. Moreover, this analysis demonstrates that students are superficially meeting the standards of the assignment, but it is still unclear whether students are demonstrating a grasp of sociological knowledge or relying on pre-existing common-sense knowledge to complete the assignment.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47120205","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.13
Huang Hoon Chng
Teaching can change the fabric of the world. Never has the call to assume this agency been more immediate and crucial than now. We are standing on the hallowed ground of the academy at a privileged moment in time. We are called to assume this power and authority in the service of our students, one another, and the planet. Of course, we must summon a radical bravery, a willingness to step beyond the comfortable boundaries of traditions that no longer sustain us, and embrace the traditions of wisdom that have been so marginalized by an academy of the past. —Patricia Owen-Smith (2018, p. 121)
{"title":"“Sitting at the edge of (most) disciplines: Contemplating the contemplative in classroom practice”, A review of The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith, Indiana University Press, 2018.","authors":"Huang Hoon Chng","doi":"10.20343/TEACHLEARNINQU.7.1.13","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.13","url":null,"abstract":"Teaching can change the fabric of the world. Never has the call to assume this agency been more immediate and crucial than now. We are standing on the hallowed ground of the academy at a privileged moment in time. We are called to assume this power and authority in the service of our students, one another, and the planet. Of course, we must summon a radical bravery, a willingness to step beyond the comfortable boundaries of traditions that no longer sustain us, and embrace the traditions of wisdom that have been so marginalized by an academy of the past. —Patricia Owen-Smith (2018, p. 121)","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41554153","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.11
A. Webb, Ashley J. Welsh
The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this paper, we will share our individual and collective experiences of why we perceive phenomenology as a methodology well-suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We will discuss how phenomenology informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We will highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories of SoTL research and within those, to share the stories that faculty and students shared.
{"title":"Phenomenology as a methodology for Scholarship of Teaching and Learning research","authors":"A. Webb, Ashley J. Welsh","doi":"10.20343/TEACHLEARNINQU.7.1.11","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.11","url":null,"abstract":"The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this paper, we will share our individual and collective experiences of why we perceive phenomenology as a methodology well-suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We will discuss how phenomenology informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We will highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories of SoTL research and within those, to share the stories that faculty and students shared.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46824449","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.4
Shelley Wismath, Jan Newberry
This paper describes a course called The First Year Experience: Mapping our Communities designed around a theme of asset mapping, which allowed us to organically integrate a number of pedagogical goals with a number of high-impact practices. The mapping metaphor extended from physical mapping of the university campus as a space to the mapping of academic and social resources, including mapping of the students’ sense of self and goals, their new environment and all the assets available to help them succeed. The theme of asset mapping also encompassed different world views and the concepts of perspective and positionality to provide students with a critical perspective on their own understanding and its limits. Our research assesses the success of this course at meeting its many intertwined goals, based on both quantitative and qualitative data collected from students in two recent course offerings.
{"title":"Mapping Assets: High Impact Practices and the First Year Experience","authors":"Shelley Wismath, Jan Newberry","doi":"10.20343/TEACHLEARNINQU.7.1.4","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.4","url":null,"abstract":"This paper describes a course called The First Year Experience: Mapping our Communities designed around a theme of asset mapping, which allowed us to organically integrate a number of pedagogical goals with a number of high-impact practices. The mapping metaphor extended from physical mapping of the university campus as a space to the mapping of academic and social resources, including mapping of the students’ sense of self and goals, their new environment and all the assets available to help them succeed. The theme of asset mapping also encompassed different world views and the concepts of perspective and positionality to provide students with a critical perspective on their own understanding and its limits. Our research assesses the success of this course at meeting its many intertwined goals, based on both quantitative and qualitative data collected from students in two recent course offerings.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41791777","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.7
T. Martini, Ryan Verby-Verutis, Jill Grose, Brad Clarke, A. Elder
The present study investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students’ feelings of preparedness to undertake a job search or apply for post-graduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.
{"title":"Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree","authors":"T. Martini, Ryan Verby-Verutis, Jill Grose, Brad Clarke, A. Elder","doi":"10.20343/TEACHLEARNINQU.7.1.7","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.7","url":null,"abstract":"The present study investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students’ feelings of preparedness to undertake a job search or apply for post-graduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48337401","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.6
Annika Fjelkner, A. Håkansson, Pia Rosander
What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
{"title":"Do personality traits matter? A comparative study of student preferences for TLAs and assessment modes in two different majors","authors":"Annika Fjelkner, A. Håkansson, Pia Rosander","doi":"10.20343/TEACHLEARNINQU.7.1.6","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.6","url":null,"abstract":"What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47189666","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.2
Paul T. Corrigan
This essay proposes a series of “threshold concepts” for literary studies: text, meaning, context, form, and reading. Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far “more” than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspection—a scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher-scholars in any discipline to undertake the same disciplinary work.
{"title":"Threshold Concepts in Literary Studies","authors":"Paul T. Corrigan","doi":"10.20343/TEACHLEARNINQU.7.1.2","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.2","url":null,"abstract":"This essay proposes a series of “threshold concepts” for literary studies: text, meaning, context, form, and reading. Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far “more” than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspection—a scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher-scholars in any discipline to undertake the same disciplinary work.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49473235","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.5
Kate Whalen, A. Páez
Many institutions of higher education increasingly place a focus on various forms of experiential education. While much work has been done in this and related areas, the resources currently available are not sufficient to effectively guide, assess, and evaluate student learning. Personal reflections can be used as a tool to assess student learning through experience. However, guiding students through the process, assessing their work, and providing an evaluation presents challenges for educators. A new framework, a robust rubric, and a guide that students and evaluators can use to support experiential learning through reflection are provided. The framework and resources are based on a grounded investigation of student reflections, which were compared to various evaluation models from the literature. The resources discussed in this paper have already been used in practice for over four years and with over 1,000 students. The purpose of this paper is to describe the journey leading to the development of this framework, to provide a description of the rubric and guide, and to share the lessons learned. This framework and accompanying materials will hopefully be a useful resource for instructors and students wishing to support reflection and experiential learning.
{"title":"Development of a New Framework to Guide, Assess, and Evaluate Student Reflections in a University Sustainability Course","authors":"Kate Whalen, A. Páez","doi":"10.20343/TEACHLEARNINQU.7.1.5","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.5","url":null,"abstract":"Many institutions of higher education increasingly place a focus on various forms of experiential education. While much work has been done in this and related areas, the resources currently available are not sufficient to effectively guide, assess, and evaluate student learning. Personal reflections can be used as a tool to assess student learning through experience. However, guiding students through the process, assessing their work, and providing an evaluation presents challenges for educators. A new framework, a robust rubric, and a guide that students and evaluators can use to support experiential learning through reflection are provided. The framework and resources are based on a grounded investigation of student reflections, which were compared to various evaluation models from the literature. The resources discussed in this paper have already been used in practice for over four years and with over 1,000 students. The purpose of this paper is to describe the journey leading to the development of this framework, to provide a description of the rubric and guide, and to share the lessons learned. This framework and accompanying materials will hopefully be a useful resource for instructors and students wishing to support reflection and experiential learning.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49348451","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 : 2019-03-29DOI: 10.20343/TEACHLEARNINQU.7.1.8
Rebecca Pope-Ruark, Phillip Motley, William J. Moner
Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. In this essay, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching “family” as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit which brought us together with 14 intrepid students from across the university to learn and apply design thinking, Scrum project management, and social innovation theories to a large-scale civic engagement project. Here we explore the faculty lived experience during the pilot semester and how our teach teaching family was crucial to our personal and professional success in this high-stress environment. We then offer tips for creating your own team teaching “family.”
{"title":"Creative Innovation Takes a (Team Teaching) Family","authors":"Rebecca Pope-Ruark, Phillip Motley, William J. Moner","doi":"10.20343/TEACHLEARNINQU.7.1.8","DOIUrl":"https://doi.org/10.20343/TEACHLEARNINQU.7.1.8","url":null,"abstract":"Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. In this essay, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching “family” as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit which brought us together with 14 intrepid students from across the university to learn and apply design thinking, Scrum project management, and social innovation theories to a large-scale civic engagement project. Here we explore the faculty lived experience during the pilot semester and how our teach teaching family was crucial to our personal and professional success in this high-stress environment. We then offer tips for creating your own team teaching “family.”","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47487783","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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