Learning management systems (LMSs) have long been adopted by tertiary education providers to be the conduit through which courses are delivered. However, debates about the capacity of the LMS to meet all the required current and future needs of both students and educators have become more pronounced over the past few years, particularly given the rapid shift to online learning during Covid-19. This qualitative study aimed to examine practitioners’ current experiences in using the LMS for formal teaching and learning in tertiary environments. To discern the possibilities and issues, a focus group was held with fourteen practitioners from Australasia (Australia and Singapore), Canada, and the UK (England and Scotland) attending virtually. Adopting a novel and recognised approach to thematic analysis, a Delphi process was adopted on the de-identified webinar and chat transcripts. Analysis revealed several key themes ranging across pedagogical, technological, and managerial issues with the LMS. The findings in this paper have become even more pertinent as a result of Covid-19 with institutions urgently reviewing standards for teaching in the LMS whilst also reviewing their overall technology ecosystems to ensure a suite of complementary teaching and learning tools to enable best teaching and learning practices. It appears the LMS still has a key role to play in contemporary learning ecosystems.
{"title":"Whither the LMS: Is the LMS Still Fit for Purpose?","authors":"J. Willems, H. Huijser, I. Doherty, A. Soong","doi":"10.53761/1.20.6.13","DOIUrl":"https://doi.org/10.53761/1.20.6.13","url":null,"abstract":"Learning management systems (LMSs) have long been adopted by tertiary education providers to be the conduit through which courses are delivered. However, debates about the capacity of the LMS to meet all the required current and future needs of both students and educators have become more pronounced over the past few years, particularly given the rapid shift to online learning during Covid-19. This qualitative study aimed to examine practitioners’ current experiences in using the LMS for formal teaching and learning in tertiary environments. To discern the possibilities and issues, a focus group was held with fourteen practitioners from Australasia (Australia and Singapore), Canada, and the UK (England and Scotland) attending virtually. Adopting a novel and recognised approach to thematic analysis, a Delphi process was adopted on the de-identified webinar and chat transcripts. Analysis revealed several key themes ranging across pedagogical, technological, and managerial issues with the LMS. The findings in this paper have become even more pertinent as a result of Covid-19 with institutions urgently reviewing standards for teaching in the LMS whilst also reviewing their overall technology ecosystems to ensure a suite of complementary teaching and learning tools to enable best teaching and learning practices. It appears the LMS still has a key role to play in contemporary learning ecosystems.","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":"43508755","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 paper presents a case study that reflects on teaching an economic unit, Cost-benefit analysis (CBA), to a diverse undergraduate student body at the researcher’s institution. CBA is an applied economic technique that attempts to assess the economic efficiency of proposed public policies through the systematic prediction of social costs and social benefits. Students in this CBA unit are required to complete an online test, CBA report and a final examination. In the CBA Report, the students perform analytical work to explain the relationships among events, identify options, evaluate choices, and predict the effects of actions. This paper investigates the performance of four different student cohorts from 2019 to 2022. This paper aims to understand the differences in undergraduate students’ learning of CBA based on the diversity among students, and in particular whether any specific student demographic (defined by gender, age, course progress level, study load and domestic vs international students) experienced a disproportional impact. The findings are then used to contribute improvement in the teaching and learning of the unit in higher education.
{"title":"Understanding Diversity in Undergraduate Learning of Cost-Benefit Analysis","authors":"Sarah Yu","doi":"10.53761/1.20.6.17","DOIUrl":"https://doi.org/10.53761/1.20.6.17","url":null,"abstract":"This paper presents a case study that reflects on teaching an economic unit, Cost-benefit analysis (CBA), to a diverse undergraduate student body at the researcher’s institution. CBA is an applied economic technique that attempts to assess the economic efficiency of proposed public policies through the systematic prediction of social costs and social benefits. Students in this CBA unit are required to complete an online test, CBA report and a final examination. In the CBA Report, the students perform analytical work to explain the relationships among events, identify options, evaluate choices, and predict the effects of actions. This paper investigates the performance of four different student cohorts from 2019 to 2022. This paper aims to understand the differences in undergraduate students’ learning of CBA based on the diversity among students, and in particular whether any specific student demographic (defined by gender, age, course progress level, study load and domestic vs international students) experienced a disproportional impact. The findings are then used to contribute improvement in the teaching and learning of the unit in higher 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":"42679483","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 examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, natural care, respect, and mattering. Conversely, factors such as academic achievement support, trust, and teacher responsiveness showed comparatively weak effects on students’ perceptions of relational pedagogy. Similarly, the qualitative data analysed revealed that participants perceived teacher-student interaction and communication, mattering and teacher immediacy, and the ethics of care as the most significant themes that serve to enhance relational pedagogy in the learning environment. The study concludes by highlighting the implications of using relational pedagogy as a tool to address the social, cognitive, and cultural gaps in the teaching and learning processes.
{"title":"Insights and experiences of students about the factors that enhance relational pedagogy in higher education","authors":"Y. Owusu-Agyeman, Semira Pillay","doi":"10.53761/1.20.6.20","DOIUrl":"https://doi.org/10.53761/1.20.6.20","url":null,"abstract":"This study examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, natural care, respect, and mattering. Conversely, factors such as academic achievement support, trust, and teacher responsiveness showed comparatively weak effects on students’ perceptions of relational pedagogy. Similarly, the qualitative data analysed revealed that participants perceived teacher-student interaction and communication, mattering and teacher immediacy, and the ethics of care as the most significant themes that serve to enhance relational pedagogy in the learning environment. The study concludes by highlighting the implications of using relational pedagogy as a tool to address the social, cognitive, and cultural gaps in the teaching and learning processes.","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":"44404623","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 provision of academic language and learning (ALL) support to undergraduate and postgraduate students has been a staple across higher education institutions in Australia and New Zealand for some time. However, research has established that there are multiple challenges inherent to working across institutional spaces in the ways that ALL staff do. This has included ambiguity about the parameters of their roles and how they connect with staff and students as support professionals. Furthermore, how advisors respond to student wellbeing as part of the support they offer, and how their own wellbeing is accounted for at work, are not well understood. We draw on data from two recent surveys to explore how ALL advisors in Australia and New Zealand understand and respond to student wellbeing within their practice, how ALL work has been affected by COVID-19, advisors’ needs for support, and the views of managers in relation to these matters. The participants highlighted tensions related to student wellbeing, staff wellbeing, and academic support, which have either been brought about or intensified by the pandemic. As we move towards living with the pandemic, these tensions will need to be addressed by higher education institutions.
{"title":"Supporting student wellbeing as an academic language and learning advisor: Challenges and opportunities","authors":"L. Gurney, Vittoria Grossi","doi":"10.53761/1.20.6.18","DOIUrl":"https://doi.org/10.53761/1.20.6.18","url":null,"abstract":"The provision of academic language and learning (ALL) support to undergraduate and postgraduate students has been a staple across higher education institutions in Australia and New Zealand for some time. However, research has established that there are multiple challenges inherent to working across institutional spaces in the ways that ALL staff do. This has included ambiguity about the parameters of their roles and how they connect with staff and students as support professionals. Furthermore, how advisors respond to student wellbeing as part of the support they offer, and how their own wellbeing is accounted for at work, are not well understood. We draw on data from two recent surveys to explore how ALL advisors in Australia and New Zealand understand and respond to student wellbeing within their practice, how ALL work has been affected by COVID-19, advisors’ needs for support, and the views of managers in relation to these matters. The participants highlighted tensions related to student wellbeing, staff wellbeing, and academic support, which have either been brought about or intensified by the pandemic. As we move towards living with the pandemic, these tensions will need to be addressed by higher education institutions.","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":"49185116","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 response to the ongoing calls for excellence across all sectors in Saudi Arabia, higher education institutions are pressured to rethink their practices. However, with all the governmental strategic, focused planning in Saudi higher education to achieve excellence and compete globally, there is a gap between what is expected and what is happening regarding academic excellence’s pedagogical and practical aspects. Hence, this study is an attempt to bridge that gap. The main purpose of this study is to propose an educational excellence framework by exploring the perceptions of academics. Data was collected through semi-structured one-on-one interviews. The proposed framework will provide a roadmap to produce better and more relevant outcomes and raise the standards to complement the broader reform in higher education. The key strength of the study is that it orients the reader to understand how to acquire academic excellence to enhance institutional distinctiveness and student success.
{"title":"Academic Excellence Framework: Towards Sustainable Growth","authors":"M. Almarwani","doi":"10.53761/1.20.6.6","DOIUrl":"https://doi.org/10.53761/1.20.6.6","url":null,"abstract":"In response to the ongoing calls for excellence across all sectors in Saudi Arabia, higher education institutions are pressured to rethink their practices. However, with all the governmental strategic, focused planning in Saudi higher education to achieve excellence and compete globally, there is a gap between what is expected and what is happening regarding academic excellence’s pedagogical and practical aspects. Hence, this study is an attempt to bridge that gap. The main purpose of this study is to propose an educational excellence framework by exploring the perceptions of academics. Data was collected through semi-structured one-on-one interviews. The proposed framework will provide a roadmap to produce better and more relevant outcomes and raise the standards to complement the broader reform in higher education. The key strength of the study is that it orients the reader to understand how to acquire academic excellence to enhance institutional distinctiveness and student success.","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":"49293401","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 global higher education sector has been significantly disrupted by the proliferation of generative artificial intelligence tools such as ChatGPT, especially in relation to its implications for assessment. However, few studies to date have explored student perspectives on these tools. This article reports on one of the first large-scale quantitative studies of student views on generative artificial intelligence at an Australian university (n = 1,135). When the survey was conducted, most students had low knowledge, experience, and confidence in using these tools. These results varied across disciplines and across some student sub-groups, such as mature-age students and international students. Confidence appeared to increase with experience, although the data also revealed a portion of students that have never used these tools yet still felt confident in using them. In exploring these results, this article aims to shed new light on this fast-evolving landscape and inform the future direction of supporting students to engage with generative artificial intelligence tools appropriately.
{"title":"Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines","authors":"Andrew Kelly, Miriam Sullivan, Katrina Strampel","doi":"10.53761/1.20.6.12","DOIUrl":"https://doi.org/10.53761/1.20.6.12","url":null,"abstract":"The global higher education sector has been significantly disrupted by the proliferation of generative artificial intelligence tools such as ChatGPT, especially in relation to its implications for assessment. However, few studies to date have explored student perspectives on these tools. This article reports on one of the first large-scale quantitative studies of student views on generative artificial intelligence at an Australian university (n = 1,135). When the survey was conducted, most students had low knowledge, experience, and confidence in using these tools. These results varied across disciplines and across some student sub-groups, such as mature-age students and international students. Confidence appeared to increase with experience, although the data also revealed a portion of students that have never used these tools yet still felt confident in using them. In exploring these results, this article aims to shed new light on this fast-evolving landscape and inform the future direction of supporting students to engage with generative artificial intelligence tools appropriately.","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":"45224535","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}
Despite an increased number of case studies simulating social problems in the classroom, due attention has been rarely paid to social dilemma games in light of teaching the key concepts of sociology. We propose a paper-and-pencil experiment designed for sizeable students to simultaneously explore various conditions of sustainable cooperation in a Prisoner’s Dilemma game, with five steps of in-class activities presented in details. We evaluate experimental results quantitatively and the usefulness of game-based learning on the basis of debriefing interviews. Beside positive effects of repeated dyadic interaction and direct communications on cooperation, it is shown that sharing a common goal with group members in the presence of intergroup competition tends to strengthen reputation-based indirect reciprocity. Students seem to learn more deeply and see wider relevance as a product of engaging in the experiment, generating findings from the simulated data, and associating them with real-world examples of reciprocity. Our case study on teaching social dilemma through a simple but novel classroom experiment may provide valuable information to educators and practitioners interested in the effective use of economic games as an interactive teaching method for undergraduates in the setting of higher education.
{"title":"Teaching Social Dilemma through Simulating Cooperation: A Classroom Experiment","authors":"Jae-Woo Kim, R. Hanneman","doi":"10.53761/1.20.6.3","DOIUrl":"https://doi.org/10.53761/1.20.6.3","url":null,"abstract":"Despite an increased number of case studies simulating social problems in the classroom, due attention has been rarely paid to social dilemma games in light of teaching the key concepts of sociology. We propose a paper-and-pencil experiment designed for sizeable students to simultaneously explore various conditions of sustainable cooperation in a Prisoner’s Dilemma game, with five steps of in-class activities presented in details. We evaluate experimental results quantitatively and the usefulness of game-based learning on the basis of debriefing interviews. Beside positive effects of repeated dyadic interaction and direct communications on cooperation, it is shown that sharing a common goal with group members in the presence of intergroup competition tends to strengthen reputation-based indirect reciprocity. Students seem to learn more deeply and see wider relevance as a product of engaging in the experiment, generating findings from the simulated data, and associating them with real-world examples of reciprocity. Our case study on teaching social dilemma through a simple but novel classroom experiment may provide valuable information to educators and practitioners interested in the effective use of economic games as an interactive teaching method for undergraduates in the setting of higher 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":"45575766","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}
Nontembiso Magida, Kyla Cross, Khanyisa Baloyi, Tatum Mitrovich, Lavender Muyengwa, Perseverence Mupambirei, Marizaan Van Der Mescht, M. Graham
Plagiarism is a growing concern in Healthcare Sciences in the current digital era. Plagiarism threatens institutions’ integrity and academic reputation; therefore, it is essential to understand all contributing factors to eradicate unethical practices effectively. The study aimed to establish the knowledge, attitudes, and practices of plagiarism among Healthcare Science students at a selected higher education institution in Gauteng. A cross-sectional study was used, with a total population of 803 second to fourth-year students from the School of Healthcare Sciences, and 83 students completing the survey. Ethical clearance and approval (617/2021) were obtained from the ethics and research committee of a selected higher educational institution in Gauteng. An adapted Likert scale self-reported questionnaire was sent via a Google form link to the teaching platform with the consent form embedded. The statistical Package for Social Science was used to analyse demographic data descriptively, and Spearman’s rho test determined the correlation between study variables. Most students were female (94.0%) and non-native English speakers (71.1%). The majority (83.1%) of the students reported understanding the instances of plagiarism; however, approximately one-third (36.1%) were unable to identify specific instances correctly. Just over half (56.6%) of the students felt self-plagiarism should not be punishable. The correlation between the knowledge of plagiarism and negative attitudes towards plagiarism was found to be statistically significant (p=0.009). The results demonstrated low practice of plagiarism, possibly due to a lack of self-awareness. Therefore, continuous in-depth education on plagiarism and improved policies should be fostered to promote the integrity of future healthcare professionals.
{"title":"Knowledge, Attitudes, and Practices of Plagiarism by Undergraduate Healthcare Science in Gauteng","authors":"Nontembiso Magida, Kyla Cross, Khanyisa Baloyi, Tatum Mitrovich, Lavender Muyengwa, Perseverence Mupambirei, Marizaan Van Der Mescht, M. Graham","doi":"10.53761/1.20.6.4","DOIUrl":"https://doi.org/10.53761/1.20.6.4","url":null,"abstract":"Plagiarism is a growing concern in Healthcare Sciences in the current digital era. Plagiarism threatens institutions’ integrity and academic reputation; therefore, it is essential to understand all contributing factors to eradicate unethical practices effectively. The study aimed to establish the knowledge, attitudes, and practices of plagiarism among Healthcare Science students at a selected higher education institution in Gauteng. A cross-sectional study was used, with a total population of 803 second to fourth-year students from the School of Healthcare Sciences, and 83 students completing the survey. Ethical clearance and approval (617/2021) were obtained from the ethics and research committee of a selected higher educational institution in Gauteng. An adapted Likert scale self-reported questionnaire was sent via a Google form link to the teaching platform with the consent form embedded. The statistical Package for Social Science was used to analyse demographic data descriptively, and Spearman’s rho test determined the correlation between study variables. Most students were female (94.0%) and non-native English speakers (71.1%). The majority (83.1%) of the students reported understanding the instances of plagiarism; however, approximately one-third (36.1%) were unable to identify specific instances correctly. Just over half (56.6%) of the students felt self-plagiarism should not be punishable. The correlation between the knowledge of plagiarism and negative attitudes towards plagiarism was found to be statistically significant (p=0.009). The results demonstrated low practice of plagiarism, possibly due to a lack of self-awareness. Therefore, continuous in-depth education on plagiarism and improved policies should be fostered to promote the integrity of future healthcare professionals.","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":"41841826","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}
Traditional attitudes to student voice are changing which is highlighted in the recent proliferation of student voice manuscripts the Journal is receiving. Student voice literature currently positions students as active dialogue partners in higher education with much to contribute rather than passive consumers or evaluators. As Editors of the Student Experience section, we view this development in higher education as a significant and emerging trend which has the potential to positively impact practice in higher education and also contribute toward meaningful relational changes for the student experience. We offer some guidelines and recommendations for potential authors on what student voice is and what it is not. We welcome manuscripts that leverage student voice by connecting genuine student-teacher dialogue and articulating how student voice has contributed toward collaboration, change, and empowerment. Manuscripts that articulate how an authentic student voice connects to evidence-based practice and creates inclusive mindsets are also welcome.
{"title":"What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets","authors":"Sally Ashton-Hay, Dylan G. Williams","doi":"10.53761/1.20.6.1","DOIUrl":"https://doi.org/10.53761/1.20.6.1","url":null,"abstract":"Traditional attitudes to student voice are changing which is highlighted in the recent proliferation of student voice manuscripts the Journal is receiving. Student voice literature currently positions students as active dialogue partners in higher education with much to contribute rather than passive consumers or evaluators. As Editors of the Student Experience section, we view this development in higher education as a significant and emerging trend which has the potential to positively impact practice in higher education and also contribute toward meaningful relational changes for the student experience. We offer some guidelines and recommendations for potential authors on what student voice is and what it is not. We welcome manuscripts that leverage student voice by connecting genuine student-teacher dialogue and articulating how student voice has contributed toward collaboration, change, and empowerment. Manuscripts that articulate how an authentic student voice connects to evidence-based practice and creates inclusive mindsets are also welcome.","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":"47249210","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 increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers' self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers.
{"title":"Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students","authors":"Sophie Shauli, T. Heiman, D. Shemesh","doi":"10.53761/1.20.6.7","DOIUrl":"https://doi.org/10.53761/1.20.6.7","url":null,"abstract":"The increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers' self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers.","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":"45748300","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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