Tertiary institutions are increasingly providing hybrid delivery options to students, requiring course coordinators to migrate formerly face-to-face curricula into frameworks that suit online teaching. However, there is a risk that the implementation of hands-on, engaging activities will decrease during hybrid sessions due to staff uncertainty of their effectiveness across the varied cohorts. This presents a need to identify engaging modes of instruction that can remain equally engaging for learning regardless of the students’ enrolled mode of delivery. Interactive polling has the potential to be used within a class in real-time and allow both face-to-face and online students to take part in an in-class activity at the same time. This study aimed to compare the effects of interactive polling within either a face-to-face or online delivery format. One-hundred and seventy-four participants studying first-year health science and medicine completed a live interactive poll using the Kahoot! platform in either a face-to-face (n=72) or online (n=102) hybrid-delivered subject. Experiences and perceptions were provided as written responses and a Likert scale survey. Participant responses were positive, with three themes emerging, including interactive polling being enjoyable, engaging, and valuable for learning. Across cohorts, participants rated interactive polling highly, and perceived that it offered an effective learning and revision tool. This study found that interactive polling using Kahoot! maintains its suitability as a method of instruction across both face-to-face and online learner cohorts. The finding that it remains equally effective across both delivery modes provides evidence-based support for its use in hybrid or blended subject offerings.
{"title":"Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses","authors":"Charlotte Phelps, C. Moro","doi":"10.53761/1.19.3.08","DOIUrl":"https://doi.org/10.53761/1.19.3.08","url":null,"abstract":"Tertiary institutions are increasingly providing hybrid delivery options to students, requiring course coordinators to migrate formerly face-to-face curricula into frameworks that suit online teaching. However, there is a risk that the implementation of hands-on, engaging activities will decrease during hybrid sessions due to staff uncertainty of their effectiveness across the varied cohorts. This presents a need to identify engaging modes of instruction that can remain equally engaging for learning regardless of the students’ enrolled mode of delivery. Interactive polling has the potential to be used within a class in real-time and allow both face-to-face and online students to take part in an in-class activity at the same time. This study aimed to compare the effects of interactive polling within either a face-to-face or online delivery format. One-hundred and seventy-four participants studying first-year health science and medicine completed a live interactive poll using the Kahoot! platform in either a face-to-face (n=72) or online (n=102) hybrid-delivered subject. Experiences and perceptions were provided as written responses and a Likert scale survey. Participant responses were positive, with three themes emerging, including interactive polling being enjoyable, engaging, and valuable for learning. Across cohorts, participants rated interactive polling highly, and perceived that it offered an effective learning and revision tool. This study found that interactive polling using Kahoot! maintains its suitability as a method of instruction across both face-to-face and online learner cohorts. The finding that it remains equally effective across both delivery modes provides evidence-based support for its use in hybrid or blended subject offerings.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471589","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}
Stimulated by the isolation requirement of COVID-19 lockdown, online teaching method has been widely adopted by worldwide academic institutions and has been playing an essential role in accelerating education reform. While both traditional classroom teaching and pure online teaching have their drawbacks, an integrated online to offline (O2O) precision teaching model is considered to be the new trend. With the support of information technology, O2O precision teaching is capable of monitoring students’ behavior closely and tailoring the curriculum for each student. This study designed a detailed platform-based O2O precision teaching model and applied it to the Chinese Business Culture course teaching. Traditional offline teaching was also conducted as a control. Both test scores and student feedback were collected and analyzed. Results show that the technology-enhanced O2O precision teaching model can improve students’ test performance and various soft skills and has their high degree of satisfaction in the meantime, indicating that it can work as a promising new teaching model.
{"title":"From theory to practice: A case study of technology-enhanced O2O teaching","authors":"Jinjing Lai","doi":"10.53761/1.19.3.12","DOIUrl":"https://doi.org/10.53761/1.19.3.12","url":null,"abstract":"Stimulated by the isolation requirement of COVID-19 lockdown, online teaching method has been widely adopted by worldwide academic institutions and has been playing an essential role in accelerating education reform. While both traditional classroom teaching and pure online teaching have their drawbacks, an integrated online to offline (O2O) precision teaching model is considered to be the new trend. With the support of information technology, O2O precision teaching is capable of monitoring students’ behavior closely and tailoring the curriculum for each student. This study designed a detailed platform-based O2O precision teaching model and applied it to the Chinese Business Culture course teaching. Traditional offline teaching was also conducted as a control. Both test scores and student feedback were collected and analyzed. Results show that the technology-enhanced O2O precision teaching model can improve students’ test performance and various soft skills and has their high degree of satisfaction in the meantime, indicating that it can work as a promising new teaching model.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43911210","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}
N. Nguyen, Cally Guerin, Walter Barbieri, E. Palmer, P. Pugsley
Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments. This study utilises the Technological Pedagogical and Content Knowledge (TPACK) model to analyse survey and interview data regarding (1) lecturers’ familiarity with a range of concepts and skills related to film production, delivery and integration technologies; (2) their methods of learning about technologies that help optimise their FF/TV use; and (3) their institution’s provision and support in implementing various technologies integral to teaching with FF/TV. A modified framework is proposed to add to the pedagogical benefits of effective teaching with FF/TV at universities.
{"title":"The role of technological knowledge in the pedagogical integration of film in disciplinary teaching at universities","authors":"N. Nguyen, Cally Guerin, Walter Barbieri, E. Palmer, P. Pugsley","doi":"10.53761/1.19.3.10","DOIUrl":"https://doi.org/10.53761/1.19.3.10","url":null,"abstract":"Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments. This study utilises the Technological Pedagogical and Content Knowledge (TPACK) model to analyse survey and interview data regarding (1) lecturers’ familiarity with a range of concepts and skills related to film production, delivery and integration technologies; (2) their methods of learning about technologies that help optimise their FF/TV use; and (3) their institution’s provision and support in implementing various technologies integral to teaching with FF/TV. A modified framework is proposed to add to the pedagogical benefits of effective teaching with FF/TV at universities.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49041095","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}
B. Torsney, K. Burke, M. Milidou, M. Mansur, C. Torsney
The current study examined how COVID-19 impacted urban college students’ engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic.
{"title":"Coping with COVID-19: An exploratory mixed-methods investigation of the impact of John Henryism on urban college students’ engagement in schoolwork","authors":"B. Torsney, K. Burke, M. Milidou, M. Mansur, C. Torsney","doi":"10.53761/1.19.3.14","DOIUrl":"https://doi.org/10.53761/1.19.3.14","url":null,"abstract":"The current study examined how COVID-19 impacted urban college students’ engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427690","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 qualitative study examines academic procrastination among Israeli Master of Education students writing their theses. The majority of the the participants (80% of the 145) reported behaving differently on this task than on other assignments. One of the primary factors influencing procrastination derives from the complexity of the assignment. Considering the research literature describes tight relationships between academic procrastination and academic achievement, one surprising finding concerns the fact that respondents saw no relationship between their procrastination and their final grade. A gap was found between students’ self-perception and their actual performance. Approximately 75% of the students perceive themselves as academic procrastinators, but in actuality nearly half of them completed the assignment on time. The starting date was found to be significant. Students who immediately began work upon receiving the assignment strongly tended to submit it on time. Students who did not begin early completed the project later than the scheduled date, if at all.
{"title":"Exploring academic procrastination: Perceptions, self-regulation, and consequences","authors":"L. Shaked, Haia Altarac","doi":"10.53761/1.19.3.15","DOIUrl":"https://doi.org/10.53761/1.19.3.15","url":null,"abstract":"This qualitative study examines academic procrastination among Israeli Master of Education students writing their theses. The majority of the the participants (80% of the 145) reported behaving differently on this task than on other assignments. One of the primary factors influencing procrastination derives from the complexity of the assignment. Considering the research literature describes tight relationships between academic procrastination and academic achievement, one surprising finding concerns the fact that respondents saw no relationship between their procrastination and their final grade. A gap was found between students’ self-perception and their actual performance. Approximately 75% of the students perceive themselves as academic procrastinators, but in actuality nearly half of them completed the assignment on time. The starting date was found to be significant. Students who immediately began work upon receiving the assignment strongly tended to submit it on time. Students who did not begin early completed the project later than the scheduled date, if at all.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268538","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}
Thanh-Thao Thi Phan, Cam Vu, Phoung-Thuc Thi Doan, D. Luong, Thu-Phuong Bui, Thanh-Huyen Le, Duc-Huy Nguyen
Over the past twenty years, using learning management systems in higher education has attracted increasing interest from researchers around the globe. In this context, the current study aimed to explore the volume, growth trajectory, and geographic distribution of learning management systems in higher education literature, along with identifying impactful authors, sources, and publications, and highlight emerging research issues. The authors conducted bibliometric analysis on 1334 documents, related to the use of learning management systems in the context of higher education, extracted from Scopus database. The findings show a rapidly growing knowledge base on learning management systems in higher education, especially intensely in the years 2015-2020 and primarily from research in developed societies. This flourishing is consistent with the development trend of international education and the strong development of technology. In addition, the core literature was identified based on the volume of publications and citations. The results also reveal the emerging intellectual structure of the field and provide points of reference for scholars studying the discipline. This paper offers a knowledge map for future research assessments of learning management systems in higher education.
{"title":"Two decades of studies on learning management system in higher education: A bibliometric analysis with Scopus database 2000-2020","authors":"Thanh-Thao Thi Phan, Cam Vu, Phoung-Thuc Thi Doan, D. Luong, Thu-Phuong Bui, Thanh-Huyen Le, Duc-Huy Nguyen","doi":"10.53761/1.19.3.09","DOIUrl":"https://doi.org/10.53761/1.19.3.09","url":null,"abstract":"Over the past twenty years, using learning management systems in higher education has attracted increasing interest from researchers around the globe. In this context, the current study aimed to explore the volume, growth trajectory, and geographic distribution of learning management systems in higher education literature, along with identifying impactful authors, sources, and publications, and highlight emerging research issues. The authors conducted bibliometric analysis on 1334 documents, related to the use of learning management systems in the context of higher education, extracted from Scopus database. The findings show a rapidly growing knowledge base on learning management systems in higher education, especially intensely in the years 2015-2020 and primarily from research in developed societies. This flourishing is consistent with the development trend of international education and the strong development of technology. In addition, the core literature was identified based on the volume of publications and citations. The results also reveal the emerging intellectual structure of the field and provide points of reference for scholars studying the discipline. This paper offers a knowledge map for future research assessments of learning management systems in higher education.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70865143","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}
Adib Ahmed, Sakib Bin Amin, G. McCarthy, Abdul Mahidud Khan, Rabindra Nepal
This is the first study to use discrete choice experiment in exploring the stated choice preference of blended learning preference among the university students in the context of Bangladesh. As a pre-requisite in developing student engagement learning strategies, we investigate the choice preference of university students towards different types of blended learning to explore relevant concerns and challenges in order to plan for successful implementation of this option. Around 306 responses from the students belonging to Bangladesh University of Professionals (BUP) and North South University (NSU) are considered representing both public and private universities in Bangladesh. Conditional logit model is used to explore the choice preference of the respondents based on the attributes. We find that university students explicitly dislike recorded videos as the primary mode of instruction as there is minimum human interaction using this method. Students with mobile internet also prefer offline classes to online classes, whereas students with broadband internet prefer the opposite choices. The policy implications of these findings hold global relevance in devising student engagement strategies towards blended learning such as for other developing economies in South Asia which were forced to transition to online learning as an adaptation response to the COVID-19 pandemic.
{"title":"Is blended learning the future of education? Students perspective using discrete choice experiment analysis","authors":"Adib Ahmed, Sakib Bin Amin, G. McCarthy, Abdul Mahidud Khan, Rabindra Nepal","doi":"10.53761/1.19.3.06","DOIUrl":"https://doi.org/10.53761/1.19.3.06","url":null,"abstract":"This is the first study to use discrete choice experiment in exploring the stated choice preference of blended learning preference among the university students in the context of Bangladesh. As a pre-requisite in developing student engagement learning strategies, we investigate the choice preference of university students towards different types of blended learning to explore relevant concerns and challenges in order to plan for successful implementation of this option. Around 306 responses from the students belonging to Bangladesh University of Professionals (BUP) and North South University (NSU) are considered representing both public and private universities in Bangladesh. Conditional logit model is used to explore the choice preference of the respondents based on the attributes. We find that university students explicitly dislike recorded videos as the primary mode of instruction as there is minimum human interaction using this method. Students with mobile internet also prefer offline classes to online classes, whereas students with broadband internet prefer the opposite choices. The policy implications of these findings hold global relevance in devising student engagement strategies towards blended learning such as for other developing economies in South Asia which were forced to transition to online learning as an adaptation response to the COVID-19 pandemic.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517189","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 Editorial calls for change in the practices of editing in response to a culture of mental ill health in higher education publishing. Through extended review of current practices, this Editorial offers practical opportunities to improve the quality of editors' decision-making processes. This includes a focus on publishing clear and formative editorial positions, a broader acceptance of university style guides and referencing, desk rejection that is timely and supportive, peer review with improved integrity, a more genuine revise and resubmit process, and fostering quality post-acceptance engagement. The significance of this Editorial is in the potential to lead reform in the journal publishing industry to be more supportive and kind while maintaining quality and rigorous production of knowledge.
{"title":"On editor decisions: A framework of best practice","authors":"J. Crawford","doi":"10.53761/1.19.3.01","DOIUrl":"https://doi.org/10.53761/1.19.3.01","url":null,"abstract":"This Editorial calls for change in the practices of editing in response to a culture of mental ill health in higher education publishing. Through extended review of current practices, this Editorial offers practical opportunities to improve the quality of editors' decision-making processes. This includes a focus on publishing clear and formative editorial positions, a broader acceptance of university style guides and referencing, desk rejection that is timely and supportive, peer review with improved integrity, a more genuine revise and resubmit process, and fostering quality post-acceptance engagement. The significance of this Editorial is in the potential to lead reform in the journal publishing industry to be more supportive and kind while maintaining quality and rigorous production of knowledge.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49097066","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}
The main objective of this study is to investigate the impact of virtual tools on EFL learners’ performance in grammar courses during the COVID-19 pandemic. This experimental study compared a group of students who took a grammar course remotely via the Blackboard platform during the COVID-19 pandemic to a control group who took the same course in person prior to the pandemic. Each group of participants (n = 30) was given the same test. The grades of the two groups were then analysed using the SPSS programme. The results demonstrate that the experimental group test grades were higher than those of the control group grades. suggesting that teaching grammar remotely has a positive influence on EFL learners' performance, as compared to face-to-face instruction, which has been proven to have a lesser impact. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. More studies on the causes of lower grades in face-to-face classes, as well as suggestions for strategies to improve learners' performance in all aspects of the English language, not just grammar, are requested. Furthermore, each country has its own educational policy, so different results may arise in different contexts. Educators and policymakers may use this study as a reference for the effectiveness of virtual vs. face-to-face instruction, opening the doors for future research on similar topics within the same theme.
{"title":"The impact of virtual tools on EFL learners’ performance in Grammar at the times of COVID 19 Pandemic","authors":"R. Elbashir, Sabah Mohammad Abbas Hamza","doi":"10.53761/1.19.3.07","DOIUrl":"https://doi.org/10.53761/1.19.3.07","url":null,"abstract":"The main objective of this study is to investigate the impact of virtual tools on EFL learners’ performance in grammar courses during the COVID-19 pandemic. This experimental study compared a group of students who took a grammar course remotely via the Blackboard platform during the COVID-19 pandemic to a control group who took the same course in person prior to the pandemic. Each group of participants (n = 30) was given the same test. The grades of the two groups were then analysed using the SPSS programme. The results demonstrate that the experimental group test grades were higher than those of the control group grades. suggesting that teaching grammar remotely has a positive influence on EFL learners' performance, as compared to face-to-face instruction, which has been proven to have a lesser impact. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. More studies on the causes of lower grades in face-to-face classes, as well as suggestions for strategies to improve learners' performance in all aspects of the English language, not just grammar, are requested. Furthermore, each country has its own educational policy, so different results may arise in different contexts. Educators and policymakers may use this study as a reference for the effectiveness of virtual vs. face-to-face instruction, opening the doors for future research on similar topics within the same theme.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47714694","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 systematic review includes a search of the literature covering the period 2005-2021 to understand what preventative teaching approaches and interventions have been developed in higher education to reduce music performance anxiety (MPA). The focus here is on identifying interventions that are applicable to higher education teaching practice, in an attempt to support music educators to reduce the negative effects of MPA, and, by so doing, support better learning outcomes. A systematic review of the literature on MPA (2005-2021) was undertaken to explore the teaching strategies that are used to help students in higher education. The researchers performed independent assessments of the literature based on the inclusion criteria. Discrepancies between the two reviewers were resolved through discussion. Each of the articles that met the research conditions was classified using four treatment modalities: cognitive interventions, behavioural interventions, pharmacological treatment and complementary. The initial scoping resulted in a total of 116 research articles. This was reduced to 18 articles that fully met the inclusion criteria. There is a wealth of literature exploring MPA; however, very few teaching approaches or interventions have been found that can easily be embedded in music education. The findings indicate that interventions deriving from promising reactive treatment have been developed, but that these are rarely generalisable to typical teaching practice.
{"title":"Music performance anxiety and higher education teaching: A systematic literature review","authors":"E. Blair, Hendrik van der Sluis","doi":"10.53761/1.19.3.05","DOIUrl":"https://doi.org/10.53761/1.19.3.05","url":null,"abstract":"This systematic review includes a search of the literature covering the period 2005-2021 to understand what preventative teaching approaches and interventions have been developed in higher education to reduce music performance anxiety (MPA). The focus here is on identifying interventions that are applicable to higher education teaching practice, in an attempt to support music educators to reduce the negative effects of MPA, and, by so doing, support better learning outcomes. A systematic review of the literature on MPA (2005-2021) was undertaken to explore the teaching strategies that are used to help students in higher education. The researchers performed independent assessments of the literature based on the inclusion criteria. Discrepancies between the two reviewers were resolved through discussion. Each of the articles that met the research conditions was classified using four treatment modalities: cognitive interventions, behavioural interventions, pharmacological treatment and complementary. The initial scoping resulted in a total of 116 research articles. This was reduced to 18 articles that fully met the inclusion criteria. There is a wealth of literature exploring MPA; however, very few teaching approaches or interventions have been found that can easily be embedded in music education. The findings indicate that interventions deriving from promising reactive treatment have been developed, but that these are rarely generalisable to typical teaching practice.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996628","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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