Ishaq Al-Naabi, Javier Cifuentes-Faura, Loeurt To, Deborah Odu Obor
The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.
{"title":"Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic","authors":"Ishaq Al-Naabi, Javier Cifuentes-Faura, Loeurt To, Deborah Odu Obor","doi":"10.53761/1.20.7.06","DOIUrl":"https://doi.org/10.53761/1.20.7.06","url":null,"abstract":"The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"104 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":"135514681","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 emergence of generative artificial intelligence (AI) has created legitimate concerns surrounding academic integrity and the ease with which such technologies might lead to cheating in assessment, in particular. However, fixating solely on potential misconduct is overshadowing a more profound, transformative interaction between learners and machines. This commentary article delves into the relationship between students and AI, aiming to highlight the need for revised pedagogical strategies in the AI age. We argue that the much-discussed approaches that prioritise AI literacy or augmented critical thinking might be inadequate. Instead, we contend that a more holistic approach emphasising self-regulated learning (SRL) and co-regulation of learning is needed. SRL promotes autonomy, adaptability, and a deeper understanding, qualities indispensable for navigating the intricacies of AI-enhanced learning environments. Furthermore, we introduce the notion of a network of co-regulation, which underscores the intertwined learning processes between humans and machines. By positioning the self at the core of this network, we emphasise the indispensable role of individual agency in steering productive human-AI educational interactions. Our contention is that by fostering SRL and understanding co-regulated dynamics, educators can better equip learners for an interconnected AI-driven world.
{"title":"Learning with Generative Artificial Intelligence Within a Network of Co-Regulation","authors":"Jason Lodge, Paula de Barba, Jaclyn Broadbent","doi":"10.53761/1.20.7.02","DOIUrl":"https://doi.org/10.53761/1.20.7.02","url":null,"abstract":"The emergence of generative artificial intelligence (AI) has created legitimate concerns surrounding academic integrity and the ease with which such technologies might lead to cheating in assessment, in particular. However, fixating solely on potential misconduct is overshadowing a more profound, transformative interaction between learners and machines. This commentary article delves into the relationship between students and AI, aiming to highlight the need for revised pedagogical strategies in the AI age. We argue that the much-discussed approaches that prioritise AI literacy or augmented critical thinking might be inadequate. Instead, we contend that a more holistic approach emphasising self-regulated learning (SRL) and co-regulation of learning is needed. SRL promotes autonomy, adaptability, and a deeper understanding, qualities indispensable for navigating the intricacies of AI-enhanced learning environments. Furthermore, we introduce the notion of a network of co-regulation, which underscores the intertwined learning processes between humans and machines. By positioning the self at the core of this network, we emphasise the indispensable role of individual agency in steering productive human-AI educational interactions. Our contention is that by fostering SRL and understanding co-regulated dynamics, educators can better equip learners for an interconnected AI-driven world.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"7 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":"135515519","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}
Christian Moro, K. Bhagat, Vineesha Veer, Gadiraju Varma, Aishika Das, James R. Birt
Accessible and equitable education is a national priority recently highlighted by the Indian and Australian Governments. New developments in web-based architecture allow augmented reality (AR) lessons to be delivered via smartphone. Although educational technology is commonplace in the Australian curriculum, it is unclear if Indian tertiary students would be welcoming towards web-based mobile learning due to a historically slower uptake and only recent availability of connected devices in their educational system. This study evaluated feedback after using a web-deployed AR smartphone-based application across both Australia (70 participants) and India (100 participants) to see if this technology can assist in capacity building on a global scale. From thematic analyses on the provided feedback, it was identified that Australian students were more focused on the benefits received from the educational technology. In contrast, Indian students were far less critical of the embedded lesson, and more interested in the prospect of introducing the specific technology into their curricula. The data suggests that a rollout of web-based mobile AR for learning in countries more digitally-native should likely prioritise the content within it. Alternatively, for countries recently-introduced to educational technology, such as India, a rollout should focus on embedding the technology itself first. Although there is a risk of learners being distracted by the technology, smartphone web-based AR presents an excellent option to equitably provide a modern, innovative intervention, regardless of wealth, location, or status.
{"title":"Indian and Australian University Students’ Acceptance of Using Accessible, Web-Based, and Smartphone-Delivered Augmented Reality in Tertiary Learning: A Cross-Country Analysis","authors":"Christian Moro, K. Bhagat, Vineesha Veer, Gadiraju Varma, Aishika Das, James R. Birt","doi":"10.53761/1.20.6.14","DOIUrl":"https://doi.org/10.53761/1.20.6.14","url":null,"abstract":"Accessible and equitable education is a national priority recently highlighted by the Indian and Australian Governments. New developments in web-based architecture allow augmented reality (AR) lessons to be delivered via smartphone. Although educational technology is commonplace in the Australian curriculum, it is unclear if Indian tertiary students would be welcoming towards web-based mobile learning due to a historically slower uptake and only recent availability of connected devices in their educational system. This study evaluated feedback after using a web-deployed AR smartphone-based application across both Australia (70 participants) and India (100 participants) to see if this technology can assist in capacity building on a global scale. From thematic analyses on the provided feedback, it was identified that Australian students were more focused on the benefits received from the educational technology. In contrast, Indian students were far less critical of the embedded lesson, and more interested in the prospect of introducing the specific technology into their curricula. The data suggests that a rollout of web-based mobile AR for learning in countries more digitally-native should likely prioritise the content within it. Alternatively, for countries recently-introduced to educational technology, such as India, a rollout should focus on embedding the technology itself first. Although there is a risk of learners being distracted by the technology, smartphone web-based AR presents an excellent option to equitably provide a modern, innovative intervention, regardless of wealth, location, or status.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48523256","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 investigated the effects of work from home (WFH) on language educators in Malaysian universities gauging specifically their perceptions on its advantages and disadvantages during the COVID-19 pandemic. A mixed-methods research design was employed involving 152 language educators. The results revealed that although the overall mean scores were rather neutral, language educators were more inclined toward positive effects of WFH, most notably in terms of saving communing time and being closer to family. However, the negative effects were missing colleagues and feeling glued to the computer. The results also shed interesting insights into Malaysian language educators’ high confidence in focusing on their tasks and using tools to fulfill their teaching and work-related responsibilities. The outcome from this study is a guiding model that not only informs the literature on the feasibility of WFH in the higher education context but also highlights pertinent areas of concern for its future planning and implementation.
{"title":"Is work from home (WFH) feasible for university language educators in the post COVID-19 era?","authors":"Hou-Keat Khong, K. Chuah, S. Sanusi","doi":"10.53761/1.20.6.21","DOIUrl":"https://doi.org/10.53761/1.20.6.21","url":null,"abstract":"This study investigated the effects of work from home (WFH) on language educators in Malaysian universities gauging specifically their perceptions on its advantages and disadvantages during the COVID-19 pandemic. A mixed-methods research design was employed involving 152 language educators. The results revealed that although the overall mean scores were rather neutral, language educators were more inclined toward positive effects of WFH, most notably in terms of saving communing time and being closer to family. However, the negative effects were missing colleagues and feeling glued to the computer. The results also shed interesting insights into Malaysian language educators’ high confidence in focusing on their tasks and using tools to fulfill their teaching and work-related responsibilities. The outcome from this study is a guiding model that not only informs the literature on the feasibility of WFH in the higher education context but also highlights pertinent areas of concern for its future planning and implementation.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48308732","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}
Trixie James, H. Griffin, K. Johnston, F. Armstrong
Critical thinking is recognised as instrumental for positive, personal and professional, long-term outlooks. It is also widely accepted that the development of students’ critical thinking skills can be achieved through explicit interventions. This paper documents the outcomes of a pilot study that investigated the value and impact of an instructional model for guiding critical thinking skills. The model was implemented as an explicit framework, with pre-tertiary students, at a regional campus of an Australian university. Student participants were tasked with using the Review, Connect, Extend, Apply (RCEA) Framework (James, 2015) to support their analysis and critical reflection on the concepts explored in a unit of study. Data revealed that students exhibited limited critical thinking skills prior to participation in the pilot program and evidenced improvement after engaging with the RCEA framework. However, some students struggled with expressing their reflections, evaluations, and applications of knowledge, which resulted in considerations about the importance of vocabulary. The findings directed the authors to note the importance of qualifying the notion of explicit interventions for teaching critical thinking. Accordingly, they propose the use of an explicit teaching model for enabling students’ critical thinking, which encompasses a structured format, a thinking framework, and pedagogy that incorporates the modelling of metacognition and metalanguage for critical thinking.
{"title":"Reflective Minds, Brighter Futures: Empowering Critical Reflection with a Guided Instructional Model","authors":"Trixie James, H. Griffin, K. Johnston, F. Armstrong","doi":"10.53761/1.20.6.9","DOIUrl":"https://doi.org/10.53761/1.20.6.9","url":null,"abstract":"Critical thinking is recognised as instrumental for positive, personal and professional, long-term outlooks. It is also widely accepted that the development of students’ critical thinking skills can be achieved through explicit interventions. This paper documents the outcomes of a pilot study that investigated the value and impact of an instructional model for guiding critical thinking skills. The model was implemented as an explicit framework, with pre-tertiary students, at a regional campus of an Australian university. Student participants were tasked with using the Review, Connect, Extend, Apply (RCEA) Framework (James, 2015) to support their analysis and critical reflection on the concepts explored in a unit of study. Data revealed that students exhibited limited critical thinking skills prior to participation in the pilot program and evidenced improvement after engaging with the RCEA framework. However, some students struggled with expressing their reflections, evaluations, and applications of knowledge, which resulted in considerations about the importance of vocabulary. The findings directed the authors to note the importance of qualifying the notion of explicit interventions for teaching critical thinking. Accordingly, they propose the use of an explicit teaching model for enabling students’ critical thinking, which encompasses a structured format, a thinking framework, and pedagogy that incorporates the modelling of metacognition and metalanguage for critical thinking.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41412578","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 relevance of the study is to explore how visual modelling in education can enhance the process of understanding and retention of information in the context of globalization and increasing feasibility of multimedia content. The purpose of the study was to find ways to improve the methods of teaching chemistry to students using modern educational technologies implemented on the basis of multimedia and the Internet. The study conducted at Abai Kazakh National Pedagogical University aimed to improve the teaching methods of chemistry to undergraduate students using multimedia and internet-based educational technologies. The study involved 50 students over a period of six months and was divided into several stages. The results of the study showed that the use of these technologies had a positive impact on the cognitive, behavioral, and affective development of the students. The study provides strong evidence in support of the integration of multimedia and internet-based educational technologies in chemistry education, which can enhance students' interest, motivation, and understanding of the subject. Therefore, the implementation of educational technology is a scientifically grounded choice of teaching methods that maximizes the development of the personality as a subject of the surrounding reality. The practical significance is due to the fact that the most effective innovative teaching technologies identified in the course of the study can be applied by introducing them into the educational system not only of the Republic of Kazakhstan, but also of the leading countries in medical education.
{"title":"Teaching Chemistry in Universities: A Modern Approach","authors":"Dana Almesh, Aimankul Meirmanova","doi":"10.53761/1.20.6.11","DOIUrl":"https://doi.org/10.53761/1.20.6.11","url":null,"abstract":"The relevance of the study is to explore how visual modelling in education can enhance the process of understanding and retention of information in the context of globalization and increasing feasibility of multimedia content. The purpose of the study was to find ways to improve the methods of teaching chemistry to students using modern educational technologies implemented on the basis of multimedia and the Internet. The study conducted at Abai Kazakh National Pedagogical University aimed to improve the teaching methods of chemistry to undergraduate students using multimedia and internet-based educational technologies. The study involved 50 students over a period of six months and was divided into several stages. The results of the study showed that the use of these technologies had a positive impact on the cognitive, behavioral, and affective development of the students. The study provides strong evidence in support of the integration of multimedia and internet-based educational technologies in chemistry education, which can enhance students' interest, motivation, and understanding of the subject. Therefore, the implementation of educational technology is a scientifically grounded choice of teaching methods that maximizes the development of the personality as a subject of the surrounding reality. The practical significance is due to the fact that the most effective innovative teaching technologies identified in the course of the study can be applied by introducing them into the educational system not only of the Republic of Kazakhstan, but also of the leading countries in medical education.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42093706","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}
Continuous increase of global reliance on sessional staff in higher education has not been accompanied by the development of strategies to enhance quality learning and teaching or understanding the experiences of these staff. This has resulted in a general discontent among this category of academics. The growing importance of building respectful working environments that integrate inclusive care and performance quality leads to the emergence of standards frameworks. Explorations of sessional staff lived experiences are vital to inform policy and practice. This study examined sessional staff predominantly in a marking role in a local context of an Aotearoa/New Zealand University. We explored our markers’ agreement with selected principles of an Australian national framework. Based on an anonymous Qualtrics survey, the quantitative data showed our markers agreed with most of the selected Australian framework principles at the individual and department levels. An appreciative inquiry of the qualitative data identified markers’ desires for increased professional development, infrastructure and resources, and personal motivation. Considering our markers’ experiences, we propose several actions in a workshop format to provide insights for developing better structures and policies for retaining, training, and engaging with sessional staff.
{"title":"\"Appreciate we are individual humans with previous experience\": An exploration of sessional marker experiences","authors":"K. Hammond, Meenal Rai, A. Hassouna, Sue Raleigh","doi":"10.53761/1.20.6.8","DOIUrl":"https://doi.org/10.53761/1.20.6.8","url":null,"abstract":"Continuous increase of global reliance on sessional staff in higher education has not been accompanied by the development of strategies to enhance quality learning and teaching or understanding the experiences of these staff. This has resulted in a general discontent among this category of academics. The growing importance of building respectful working environments that integrate inclusive care and performance quality leads to the emergence of standards frameworks. Explorations of sessional staff lived experiences are vital to inform policy and practice. This study examined sessional staff predominantly in a marking role in a local context of an Aotearoa/New Zealand University. We explored our markers’ agreement with selected principles of an Australian national framework. Based on an anonymous Qualtrics survey, the quantitative data showed our markers agreed with most of the selected Australian framework principles at the individual and department levels. An appreciative inquiry of the qualitative data identified markers’ desires for increased professional development, infrastructure and resources, and personal motivation. Considering our markers’ experiences, we propose several actions in a workshop format to provide insights for developing better structures and policies for retaining, training, and engaging with sessional staff.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43593362","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 book review of Relational Pedagogies: Connections and Mattering in Higher Education by Karen Gravett aims to offer a compelling analysis that enhances the scholarly conversations around the importance of building relationships and connections in higher education, particularly in complex and uncertain times. By situating the book's arguments within the wider academic discourse, the review strives to provide valuable insights, meaningful connections and an assessment of the book's impact on advancing relational pedagogies in higher education. By centering the perspectives of Black women and other marginalised groups, the review offers an intersectional critique that strives to expand the discourse on posthumanism and sociomateriality. This critical review of the book may serve as a valuable resource for scholars, educators, administrators and activists interested in advancing intersectional approaches to post-anthropocentric teaching and learning. Relational Pedagogies provides a means for resurfacing often forgotten questions, thinking with different theories and encouraging us to engage various others as we work to address issues of relationality, connection and mattering in contemporary and meaningful ways.
{"title":"Book review: Relational pedagogies: Connections and mattering in higher education","authors":"Ameena Payne, Taylor Payne","doi":"10.53761/1.20.6.22","DOIUrl":"https://doi.org/10.53761/1.20.6.22","url":null,"abstract":"This book review of Relational Pedagogies: Connections and Mattering in Higher Education by Karen Gravett aims to offer a compelling analysis that enhances the scholarly conversations around the importance of building relationships and connections in higher education, particularly in complex and uncertain times. By situating the book's arguments within the wider academic discourse, the review strives to provide valuable insights, meaningful connections and an assessment of the book's impact on advancing relational pedagogies in higher education. By centering the perspectives of Black women and other marginalised groups, the review offers an intersectional critique that strives to expand the discourse on posthumanism and sociomateriality. This critical review of the book may serve as a valuable resource for scholars, educators, administrators and activists interested in advancing intersectional approaches to post-anthropocentric teaching and learning. Relational Pedagogies provides a means for resurfacing often forgotten questions, thinking with different theories and encouraging us to engage various others as we work to address issues of relationality, connection and mattering in contemporary and meaningful ways.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48994748","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}
L. Mauludin, L. Sefrina, T. Ardianti, Gatot Praseyto, Sidarta Prassetyo, C. Putri
While studies on motivational strategies abound in the English as a foreign language acquisition literature, few studies have investigated their role in English for Specific Purposes classes in vocational higher education settings. This study examines the students’ perception of motivational teaching strategies and the influence of social variables (age, gender) toward their perceptions. Students (n = 134) from a Faculty of Vocational Studies in a (country) Public University completed a questionnaire that reflected their perception of motivating teaching practices. The results show that students considered several teaching strategies that focus on assisting them master the skills in the practicum activity as the most motivating ones (providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students). Students’ age had no significant relation with their perceptions. Although most of the teaching practices were considered motivating for both male and female students, two particular strategies (leading by example by being focused and driven, managing a variety of activities) were considered more motivating for female students than for male students. Findings suggest that teachers should recognize the students’ individual needs for motivational strategies to assist them master the target language.
{"title":"An Investigation of the Students’ Perceptions of Motivating Teaching Strategies in English for Specific Purposes Classes","authors":"L. Mauludin, L. Sefrina, T. Ardianti, Gatot Praseyto, Sidarta Prassetyo, C. Putri","doi":"10.53761/1.20.6.5","DOIUrl":"https://doi.org/10.53761/1.20.6.5","url":null,"abstract":"While studies on motivational strategies abound in the English as a foreign language acquisition literature, few studies have investigated their role in English for Specific Purposes classes in vocational higher education settings. This study examines the students’ perception of motivational teaching strategies and the influence of social variables (age, gender) toward their perceptions. Students (n = 134) from a Faculty of Vocational Studies in a (country) Public University completed a questionnaire that reflected their perception of motivating teaching practices. The results show that students considered several teaching strategies that focus on assisting them master the skills in the practicum activity as the most motivating ones (providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students). Students’ age had no significant relation with their perceptions. Although most of the teaching practices were considered motivating for both male and female students, two particular strategies (leading by example by being focused and driven, managing a variety of activities) were considered more motivating for female students than for male students. Findings suggest that teachers should recognize the students’ individual needs for motivational strategies to assist them master the target language.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47557076","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}
In this invited commentary, we offer three principles to anchor understanding of student voice in university teaching and learning. Encompassing related concepts and practices, the principles we offer support a shift in (1) attitude toward, (2) structures for, and (3) goals of teaching and learning. In our introduction, we provide a short history of the concept of student voice and our reason for using the notion of anchoring to argue for embracing its practice. In the main body of our commentary, we share expanded reflections on what each of the three principles might look like in practice, grounded in examples and selected scholarship. We conclude with an invitation to continued dialogue about this work.
{"title":"Practising Student Voice in University Teaching and Learning: Three Anchoring Principles","authors":"A. Cook‐Sather, K. Matthews","doi":"10.53761/1.20.6.2","DOIUrl":"https://doi.org/10.53761/1.20.6.2","url":null,"abstract":"In this invited commentary, we offer three principles to anchor understanding of student voice in university teaching and learning. Encompassing related concepts and practices, the principles we offer support a shift in (1) attitude toward, (2) structures for, and (3) goals of teaching and learning. In our introduction, we provide a short history of the concept of student voice and our reason for using the notion of anchoring to argue for embracing its practice. In the main body of our commentary, we share expanded reflections on what each of the three principles might look like in practice, grounded in examples and selected scholarship. We conclude with an invitation to continued dialogue about this work.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42993560","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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