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1.
Abstract

This is Not a Seminar (TINAS) is a multidisciplinary forum established in 2012 at Edith Cowan University (ECU) in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and visual arts. We established the TINAS programme to assist postgraduate research students in connecting their creative practices to methodological, theoretical and conceptual approaches whilst fostering an atmosphere of rapport across creative disciplines. The pilot programme conducted for six months in 2012 comprised dialogues with experienced creative researchers; critical reading sessions on practice-led theory; and workshops in journaling, ethics and copyright. This article is a reflection on the strengths and limitations of TINAS and future projections. More than an additional teaching and learning service, the programme has become a vital forum for creative dialogue.  相似文献   

2.
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3.
In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded ‘academic advisor’, and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored.  相似文献   

4.
ABSTRACT

Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts.  相似文献   

5.
Historical loss of staff and teaching resources in Cambodia has resulted in significant challenges to anatomy education. Small group anatomy teaching opportunities are limited. A visit to Cambodia by a teaching team from the University of Melbourne in 2010 demonstrated it was possible to implement well-resourced anatomy workshops for this purpose. However, continuation of the workshop program was inhibited by the limited number of local teaching staff. In 2015, another team from the University of Melbourne returned to Cambodia to implement anatomy workshops that incorporated peer tutoring. The objective was to improve teacher-to-student ratios and to demonstrate that interactive anatomy workshops could be delivered successfully despite low staff numbers. The anatomy workshops were attended by 404 students of Medicine, Dentistry, Nursing, and Midwifery at the University of Puthisastra. Medical students were invited to act as peer tutors for nursing students. A five-point Likert scale questionnaire was used to determine student satisfaction with both the workshops and peer tutoring. The overwhelming majority were positive about the workshops and keen for them to continue. Almost all medical students who acted as peer tutors agreed or strongly agreed that this role increased their anatomical knowledge (98%) and confidence (94%). Most nursing students agreed or strongly agreed with statements that they would like peer tutoring to continue (94%) and that they would like to be peer tutors themselves (88%). This report demonstrates that peer tutoring could be an effective tool in educational settings where poor staff-to-student ratios limit delivery of interactive workshops.  相似文献   

6.

This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses.  相似文献   

7.
《师资教育杂志》2012,38(4):402-416
ABSTRACT

This small study examines how one group (n = 59) of first-year undergraduate students developed their knowledge through co-construction using an online forum as a platform as part of a three-year Initial Teacher Training (ITT) programme. Professional dialogue at the online interface supported them to cope with the challenges they faced during teaching practice. The data showed that there were gains in student subject and pedagogical knowledge, observed to a greater extent among the peripheral learners. The data presented provide an alternative view from that published in the existing literature about the size and type of both peripheral and core online interactions that were useful in building the confidence and competence of students in the role of teachers in a primary classroom. Ultimately, the online knowledge exchange among peripheral participants provided agency in learning over actions and the ability to cope during teaching practice. This was corroborated by student self-assessment using post-online reflective brainstorms. Sixty-four per cent of the students concluded that they would use this new subject and pedagogical knowledge when in school as part of their teaching practice.  相似文献   

8.
ABSTRACT

In the past two decades, transnational education has been increasing and so has the need for staff to teach on these programmes. This study sought the views of non-Anglophone expatriate academics teaching transnationally in Oman by means of a survey and follow-up interviews. It highlights the challenges that they face in a teaching and learning environment that is academically and culturally new to them. These challenges relate mostly to the students, as they need extensive structured guidance, and to maintaining programme quality in meeting the learning outcomes, particularly critical thinking and writing in English. Teaching adaptation and quality assurance were less challenging. Findings indicate that for a more enhanced teaching and learning environment, both the provider and host institution need to continuously invest in face-to-face professional development addressing the challenges expatriate academics experience, and that the sole focus on quality assurance by provider universities is not sufficient to create this.  相似文献   

9.
ABSTRACT

We investigated how students in Finland perceive short-cycle higher education programmes. In line with the European trend, Finland has piloted short-cycle study programmes in order to attract adult students into higher education. We found that the students were mainly satisfied with their studies, and that their orientations to studies and learning were extrinsic in nature. The strengths of the programme were perceived as related to the flexibility of the studies, the variety of teaching methods, and the extensive contents of the studies. The main challenges were associated with difficulties in using information and communications technology (ICT) within the studies, and issues with time management. The study sheds light on how more open higher education structures and study processes can promote participation in higher education among adult students.  相似文献   

10.

A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments.  相似文献   

11.
ABSTRACT

The current study seeks to analyze university students’ perceptions of online peer assessment (PA) with regard to its effectiveness as a learning tool and as a contributing factor to motivation and interaction. Participants also responded to questions about self-perceived writing strength, attitudes toward peer review, and experiences with peer review. The survey was administered via link online for students who report having completed peer review in online courses. Results from participants revealed that students generally believe peer review to be effective, helpful to learning, increasing communication skills, and as contributing to a stronger written end product. Students also agreed that peer review increases interaction, participation, and a sense of community. Attitudes toward peer review indicate that female students are more intimidated by giving peer reviews than their male classmates, but they felt less intimidated online as compared to face-to-face. More experienced students and students farther along in their college careers are less likely to give peer reviews that are affected by the ones they receive. The results indicate that peer review is an important teaching and learning tool that merits more research with particular attention to gender and other demographic data.  相似文献   

12.
《Teachers and Teaching》2013,19(2):215-228

This was an exploratory study involving four students with disabilities who were enrolled in a 1-year post-graduate teacher education programme. The purpose of the research was to determine if and how a disability and previous school and life experiences influence early teaching practice. Three phases of data collection using mixed qualitative methods were used in this study. There were five findings: the participants generally had negative elementary and secondary school experiences, the families of the subjects were important in terms of supporting or not supporting educational activities, the students had accepted their disabilities, they possessed specific character traits that contributed to their success, and the participants did not replicate the teaching methods to which they had been exposed.  相似文献   

13.
Abstract

The validity of traditional opinion-based student evaluations of teaching (SETs) may be compromised by inattentive responses and low response rates due to evaluation fatigue, and/or by personal response bias. To reduce the impact of evaluation fatigue and personal response bias on SETs, this study explores peer prediction-based SETs as an alternative to opinion-based SETs in a multicultural environment. The results suggest that statistically significant fewer respondents are needed to reach stable average outcomes when peer prediction-based SETs are used than when opinion-based SETs are used. This implies that peer prediction-based SETs could reduce evaluation fatigue, as not all students would need to do each evaluation. The results also report that the peer prediction-based method significantly reduces the bias evident in the opinion-based method, in respect of gender and prior academic performance. However, in respect of the cultural variables, race and home language, bias was identified in the peer prediction-based method, where none was evident in the opinion-based method. These observations, interpreted through the psychology literature on the formulation of perceptions of others, imply that although peer prediction-based SETs may in some instances reduce some personal response bias, it may introduce the perceived bias of others.  相似文献   

14.
Abstract

Experiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme.  相似文献   

15.
Abstract

Laboratory exercises have created benefits in student learning. Making laboratories open ended pushes students to have an independent perspective and to think harder. An openended experiment is where students are given the flexibility to develop their own experiments. Outcome-based education is an educational theory that bases each part of an educational system around objectives. Measuring programme outcomes (POs) in engineering education is a challenge for teaching faculty in general, and doing so for a laboratory programme and through an open-ended experiment, is even more challenging. This article explains the planning and execution of conducting an open-ended experiment in a metal cutting laboratory to enhance active learning. If also focuses on the evaluation process, rubrics developed, and attainment of POs in the Industrial and Production Engineering (IPE) programme.  相似文献   

16.
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17.
ABSTRACT

Research-based learning in taught courses develops the skills needed to judge knowledge sources and think critically in a post-truth world. In viewing research skills as threshold concepts, the paper argues that transforming a student cannot be a one-off event. Research capacity must build over a programme and this requires coherent research skill development and assessment that is progressive (ipsative). A study of five programmes each with a different design of research ‘throughline’ showed that such integrated research-based learning generates three challenges. Firstly, conceptualising the research skills and progression is not easy. Secondly, the accumulation and enrichment of research skills is not readily visible to students. Finally, providing a clear support system across the programme is not straightforward. The paper concludes that these challenges need to be addressed if the potential of research-based education to enable future citizens to interrogate populist claims and reject misinformation is to be realised.  相似文献   

18.
《师资教育杂志》2012,38(4):476-480
ABSTRACT

Chinese university EFL teachers face challenges in teaching English writing effectively. On one hand, a lack of teaching strategies, heavy workload, and inability to meet students’ increasing expectations are driving them to seek continuing professional development (CPD) and adopt new pedagogies, e.g., peer assessment. On the other hand, their urgent need for CPD is overlooked by university administrators, who provide few opportunities for English teachers’ CPD in China. To help Chinese university EFL teachers to step out of the dilemma, the research proposes a CPD model, i.e., peer-assisted research and implementation team work. The model is characterised by its simultaneity with self-initiated research, instant communication of problems, implementation of strategies, and collaborative reflection of ideas with three major stages, i.e., problem identification, collective research and exploration, and pedagogy implementation and reflection. The findings show the model successfully contributes to Chinese teachers’ changing attitudes towards using peer assessment in the writing class. The model is of great practical value in improving teachers’ CPD collectively with minimal external help. The model can be widely promoted with modifications to cater teachers’ different CPD needs.  相似文献   

19.
Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics.

Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further.

Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme.

Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes.

Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme.  相似文献   

20.
Summaries

English

An experimental Keller Plan programme for teaching thermodynamics to second‐year students at a Spanish university, is described. The evaluation of the programme, made in comparison with conventionally taught students, showed Keller Plan teaching to result in an improvement of students’ study habits and a more positive attitude towards examinations and tests. On the negative side, however, students following the Keller Plan programme performed less well in actual calculations and problem‐solving than their counterparts. A modified Keller Plan scheme has recently been adopted.  相似文献   

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