Empowering students with choice when it comes to assessment is shown to have a positive impact on student satisfaction and success, with previous studies finding a more flexible approach to assessment can promote engagement and performance. However, very little is known about why students choose certain types of assessment. Building on previous research, this study examines the many factors that influence student choice of assessment in an undergraduate business unit. Leveraging data collected over two semesters, our study found that student choice of assessment was primarily influenced by whether students thought the assessment was interesting, with 46% of overall respondents stating that this strongly influenced their decision. Requirements easy to understand (41%) and Better schedule fit (39%) rounded out the top three reasons for choosing an assessment. In contrast, only 22% of students were strongly influenced by the relevance of the assessment to their current career and 23% to the relevance to their future career. This raises some critical questions for educators, and the higher education sector more broadly, given the apparent focus on the creation of career-ready graduates. As such, our results can help higher education institutes determine the best possible mix of assessment tasks, by better understanding the wants and needs of students in order to provide a high quality learner experience.
{"title":"Choose your own adventure: understanding why students prefer certain types of assessment","authors":"Ryan Jopp, Jessica Pallant, Heather Russell","doi":"10.53761/1.20.7.11","DOIUrl":"https://doi.org/10.53761/1.20.7.11","url":null,"abstract":"Empowering students with choice when it comes to assessment is shown to have a positive impact on student satisfaction and success, with previous studies finding a more flexible approach to assessment can promote engagement and performance. However, very little is known about why students choose certain types of assessment. Building on previous research, this study examines the many factors that influence student choice of assessment in an undergraduate business unit. Leveraging data collected over two semesters, our study found that student choice of assessment was primarily influenced by whether students thought the assessment was interesting, with 46% of overall respondents stating that this strongly influenced their decision. Requirements easy to understand (41%) and Better schedule fit (39%) rounded out the top three reasons for choosing an assessment. In contrast, only 22% of students were strongly influenced by the relevance of the assessment to their current career and 23% to the relevance to their future career. This raises some critical questions for educators, and the higher education sector more broadly, given the apparent focus on the creation of career-ready graduates. As such, our results can help higher education institutes determine the best possible mix of assessment tasks, by better understanding the wants and needs of students in order to provide a high quality learner experience.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"42 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135514648","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}
Khleef Alkhawaldeh, Sarah Eldurini, Dima Alrai, Sara Yaghmourian
This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) regarding students' perceptions of online learning in terms of knowledge, attitudes, and performance without any significant differences. Correlation and regression analysis showed statistically significant relationships between students' perceptions of their knowledge, attitudes and practices toward online learning and their academic performance. Such a positive perception of students towards online learning can be implied by educational institutions and educators to put the best use of online learning as a starting point to complement traditional face-to-face teaching by investing in technologies that support online learning, and by enhancing and improving online platforms to deliver course materials, provide additional resources, and facilitate discussions and collaboration among students in a more effective, efficient way.
{"title":"University Student Perceptions of Online Learning in Jordan","authors":"Khleef Alkhawaldeh, Sarah Eldurini, Dima Alrai, Sara Yaghmourian","doi":"10.53761/1.20.7.07","DOIUrl":"https://doi.org/10.53761/1.20.7.07","url":null,"abstract":"This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) regarding students' perceptions of online learning in terms of knowledge, attitudes, and performance without any significant differences. Correlation and regression analysis showed statistically significant relationships between students' perceptions of their knowledge, attitudes and practices toward online learning and their academic performance. Such a positive perception of students towards online learning can be implied by educational institutions and educators to put the best use of online learning as a starting point to complement traditional face-to-face teaching by investing in technologies that support online learning, and by enhancing and improving online platforms to deliver course materials, provide additional resources, and facilitate discussions and collaboration among students in a more effective, efficient way.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"2 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135515278","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}
Kay Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown
Research on academic integrity used to focus more on student character and behaviour. Now this research includes wider viewing of this issue as a current teaching and learning challenge which requires pedagogical intervention. It is now the responsibility of staff and institutions to treat the creation of a learning environment supporting academic integrity as a teaching and learning priority. Plagiarism by simply copying other people’s work is a well-known misconduct which undermines academic integrity; moreover, technological developments have evolved plagiarism to include the generation and copying of computer-generated text. Automated paraphrasing tool (APT) websites have become increasingly common, offering students machine-generated rephrased text that students input from their own or others’ writing. These developments present a creeping erosion of academic integrity under the guise of legitimate academic assistance. This also has implications for arrival of large language model (LLM) generative AI tools. In accessing these sites, students must discern what is a legitimate use of the tool and what may constitute breaching academic integrity. This study critically analysed the text from five online paraphrasing websites to examine the discourses used to legitimise and encourage APT use in both appropriate and inappropriate ways. We conceptualised these competing discourses using Sheep and Wolf metaphors. In addition, we offer a metaphor of the Educator as a Shepherd to become aware of APT website claims and assist students to develop critical language awareness when exposed to these sites. Educators can assist students with this through knowledge of how these sites use language to entice users to circumvent learning.
{"title":"A Wolf in Sheep’s Clothing? Critical Discourse Analysis of Five Online Automated Paraphrasing Sites","authors":"Kay Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown","doi":"10.53761/1.20.7.08","DOIUrl":"https://doi.org/10.53761/1.20.7.08","url":null,"abstract":"Research on academic integrity used to focus more on student character and behaviour. Now this research includes wider viewing of this issue as a current teaching and learning challenge which requires pedagogical intervention. It is now the responsibility of staff and institutions to treat the creation of a learning environment supporting academic integrity as a teaching and learning priority. Plagiarism by simply copying other people’s work is a well-known misconduct which undermines academic integrity; moreover, technological developments have evolved plagiarism to include the generation and copying of computer-generated text. Automated paraphrasing tool (APT) websites have become increasingly common, offering students machine-generated rephrased text that students input from their own or others’ writing. These developments present a creeping erosion of academic integrity under the guise of legitimate academic assistance. This also has implications for arrival of large language model (LLM) generative AI tools. In accessing these sites, students must discern what is a legitimate use of the tool and what may constitute breaching academic integrity. This study critically analysed the text from five online paraphrasing websites to examine the discourses used to legitimise and encourage APT use in both appropriate and inappropriate ways. We conceptualised these competing discourses using Sheep and Wolf metaphors. In addition, we offer a metaphor of the Educator as a Shepherd to become aware of APT website claims and assist students to develop critical language awareness when exposed to these sites. Educators can assist students with this through knowledge of how these sites use language to entice users to circumvent learning.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"103 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135514684","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}
Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling
The explosion of generative artificial intelligence into the mainstream of society some twelve months ago has seriously challenged learning and teaching practice. Since then, AI companies such as OpenAI are constantly improving their language models and releasing new features to make them more capable and useful. So, given there have been many disruptors in the past and emerging disruptions in the present, what can we learn in this situation, where Generative AI stands poised to challenge the purpose and relevance of assessment models? From our examples, disruptive technologies only have a major impact when they positively transform practice and are informed by pedagogic models and learning theory. GenAI as a disruptor is only likely to have this positive impact when it informs quality learning and teaching practice. We should be focused on the opportunities that GenAI now presents to higher education. It is argued here and elsewhere that the relative weakness of GenAI is that it creates poor quality output, delivering uninformed, incorrect, biased and bland responses. In itself, this offers opportunities for ‘teachable moments’ (Newell et al, 2023) and gives us room to support students with their capabilities in an AI informed world. Historically, these opportunities enable higher education to grow and progress. What we have learned so far would appears to be that for research to contribute to the literature, they needed to be informed by it. Likewise, need to ensure that pedagogy, andragogy, and heutagogy come first. We also need to remember that people processes happen, artificial intelligence happens around them, and that artificial intelligence comes after human intelligence.
{"title":"Editorial: Artificial Intelligence is Awesome, but Good Teaching Should Always Come First.","authors":"Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling","doi":"10.53761/1.20.7.01","DOIUrl":"https://doi.org/10.53761/1.20.7.01","url":null,"abstract":"The explosion of generative artificial intelligence into the mainstream of society some twelve months ago has seriously challenged learning and teaching practice. Since then, AI companies such as OpenAI are constantly improving their language models and releasing new features to make them more capable and useful. So, given there have been many disruptors in the past and emerging disruptions in the present, what can we learn in this situation, where Generative AI stands poised to challenge the purpose and relevance of assessment models? From our examples, disruptive technologies only have a major impact when they positively transform practice and are informed by pedagogic models and learning theory. GenAI as a disruptor is only likely to have this positive impact when it informs quality learning and teaching practice. We should be focused on the opportunities that GenAI now presents to higher education. It is argued here and elsewhere that the relative weakness of GenAI is that it creates poor quality output, delivering uninformed, incorrect, biased and bland responses. In itself, this offers opportunities for ‘teachable moments’ (Newell et al, 2023) and gives us room to support students with their capabilities in an AI informed world. Historically, these opportunities enable higher education to grow and progress. What we have learned so far would appears to be that for research to contribute to the literature, they needed to be informed by it. Likewise, need to ensure that pedagogy, andragogy, and heutagogy come first. We also need to remember that people processes happen, artificial intelligence happens around them, and that artificial intelligence comes after human intelligence.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"44 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139305181","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}
This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two ‘approaches’ (the ‘Three Pillars of Trauma-informed Care’ and ‘Trust Based Relational Intervention’) along with associated trauma literature underpinned the development of the MI tool.
{"title":"The Mindful Interactions (MI) tool: promoting student mental health in tertiary education","authors":"Elspeth Stephenson, Helen Yost","doi":"10.53761/1.20.7.03","DOIUrl":"https://doi.org/10.53761/1.20.7.03","url":null,"abstract":"This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two ‘approaches’ (the ‘Three Pillars of Trauma-informed Care’ and ‘Trust Based Relational Intervention’) along with associated trauma literature underpinned the development of the MI tool.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511201","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}
Theresa Ashford, Peter Innes, Karen Hands, Sarah Casey, Jacqueline Blake
This quasi-experimental research design surveyed 688 students through a self-administered online survey to specifically explore relations between student self-assessed capabilities (Lizzio Five Senses, 2006), overall program satisfaction, withdrawal behaviours, demographics and year of study in their university courses during an emergency COVID-19 lockdown experience. Importantly, this research offers a more nuanced view of the Five Senses and confirms their importance as a university strategy for student success. These findings offer further granularity into the complex set of relations that impact decisions around satisfaction, persistence, and capability in higher education and support previous research by Lizzio and Wilson (2008) indicating students’ perceptions of purpose is the strongest predictor of satisfaction, lower anxiety and lower course withdrawal. Ultimately, the paper suggests as higher education looks towards future possible disruptions due to climate, health or political realities, equipping and fostering a strong sense of purpose, connectedness, and resourcefulness as well as sense of capability and academic culture will buffer and support students to persevere. In addition, this research suggests that those students who may have weak associations with these senses merit additional attention.
这项准实验研究设计通过一项自我管理的在线调查，对688名学生进行了调查，专门探讨在COVID-19紧急封锁期间，学生自我评估能力(Lizzio Five Senses, 2006)、总体课程满意度、戒断行为、人口统计学和大学课程学习年限之间的关系。重要的是，这项研究对五种感官提供了更细致入微的看法，并证实了它们作为大学策略对学生成功的重要性。这些发现为影响高等教育满意度、持久性和能力决策的复杂关系提供了进一步的粒度，并支持了Lizzio和Wilson(2008)之前的研究，即学生对目标的感知是满意度、低焦虑和低课程退出的最强预测因子。最后，这篇论文建议，随着高等教育展望未来可能因气候、健康或政治现实而出现的中断，装备和培养一种强烈的使命感、连通性和足智多谋，以及能力感和学术文化将缓冲和支持学生坚持下去。此外，这项研究表明，那些与这些感官联系较弱的学生值得额外关注。
{"title":"Exploring disruption through the lens of an adapted Five Senses Framework","authors":"Theresa Ashford, Peter Innes, Karen Hands, Sarah Casey, Jacqueline Blake","doi":"10.53761/1.20.7.09","DOIUrl":"https://doi.org/10.53761/1.20.7.09","url":null,"abstract":"This quasi-experimental research design surveyed 688 students through a self-administered online survey to specifically explore relations between student self-assessed capabilities (Lizzio Five Senses, 2006), overall program satisfaction, withdrawal behaviours, demographics and year of study in their university courses during an emergency COVID-19 lockdown experience. Importantly, this research offers a more nuanced view of the Five Senses and confirms their importance as a university strategy for student success. These findings offer further granularity into the complex set of relations that impact decisions around satisfaction, persistence, and capability in higher education and support previous research by Lizzio and Wilson (2008) indicating students’ perceptions of purpose is the strongest predictor of satisfaction, lower anxiety and lower course withdrawal. Ultimately, the paper suggests as higher education looks towards future possible disruptions due to climate, health or political realities, equipping and fostering a strong sense of purpose, connectedness, and resourcefulness as well as sense of capability and academic culture will buffer and support students to persevere. In addition, this research suggests that those students who may have weak associations with these senses merit additional attention.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"4 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135515270","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}
Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.
{"title":"Utilising Features of Sport Commentating to Provide a Framework for Co-Teaching the Online Lecture","authors":"Christopher Jones, Gabriel Perrone","doi":"10.53761/1.20.7.05","DOIUrl":"https://doi.org/10.53761/1.20.7.05","url":null,"abstract":"Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"43 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135509615","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}
Alexander Walker, Sandi L. Tait-McCutcheon, Amanda Gilbert
Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students.
{"title":"Tutors’ Responses to Student Disclosures: From “Suicidal Ideation” to “Feeling a Little Stressed”","authors":"Alexander Walker, Sandi L. Tait-McCutcheon, Amanda Gilbert","doi":"10.53761/1.20.7.10","DOIUrl":"https://doi.org/10.53761/1.20.7.10","url":null,"abstract":"Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135515121","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}
Amr Mohamed, Sallem Mohd Nasim, Rose Aljanada, Aseel Alfaisal
The purpose of this study was to assess university students' perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study indicate that successful online learning outcomes in international educational settings require the incorporation of digital technologies and synchronous teaching methods.
{"title":"Lived Experience: Students’ Perceptions of English Language Online Learning Post COVID-19","authors":"Amr Mohamed, Sallem Mohd Nasim, Rose Aljanada, Aseel Alfaisal","doi":"10.53761/1.20.7.12","DOIUrl":"https://doi.org/10.53761/1.20.7.12","url":null,"abstract":"The purpose of this study was to assess university students' perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study indicate that successful online learning outcomes in international educational settings require the incorporation of digital technologies and synchronous teaching methods.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"24 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135514661","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}
This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates already in the workforce to establish if the BCA provides the skills leading to successful employment. This study reveals a mixed picture of the BCA’s success. While degree completion and student satisfaction are high, alumni are not all convinced that having a university degree provides a significant advantage for the job market as opposed to only having a TAFE qualification. Finally, the study offers recommendations to address these issues and improve the overall student experience as well as enhance their employment prospects.
{"title":"The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: A case study","authors":"Michelle Gander, Eric Bouvet","doi":"10.53761/1.20.7.04","DOIUrl":"https://doi.org/10.53761/1.20.7.04","url":null,"abstract":"This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates already in the workforce to establish if the BCA provides the skills leading to successful employment. This study reveals a mixed picture of the BCA’s success. While degree completion and student satisfaction are high, alumni are not all convinced that having a university degree provides a significant advantage for the job market as opposed to only having a TAFE qualification. Finally, the study offers recommendations to address these issues and improve the overall student experience as well as enhance their employment prospects.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"101 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135514481","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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