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Vol. 8 No. 1 (2011)

Published: 1 January 2011

Articles

  • Editorial 8.1

    Geraldine E. Lefoe

    Welcome to Volume 8, Issue 1 of the Journal of University Teaching and Learning. JUTLP continues to grow and submissions have increased dramatically since journal rankings were implemented in Australia. We would like to thank our editorial board and reviewers for their consistent effort and valuable feedback to potential authors. Two production changes underpin this issue. Firstly, use of new publication guidelines which can be found here: http://ro.uow.edu.au/jutlp/styleguide.html. Secondly, we welcome support for journal desktop publishing from the Centre for Academic Systems & Resources, University of Wollongong. From now on there will be three editions per year, comprising two general editions and a further edition focused on a special issue. We would like to invite proposals for special editions for 2012 or 2013 that should include: - A possible title for the special edition, its aim, scope and areas of focus; - A brief curriculum vitae, including publications, of the chief editor and any co-editors; and - A timeline leading to publication by October of either 2012 or 2013. Responsibilities of the guest editor(s) include reviewing the special issue papers, and provision of the final versions for publication by the end of September for the identified year. Please contact the Senior Editor if you are interested. Submissions for the 2012 special edition are required by June 30th 2011.

    Read article: Editorial 8.1

  • Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs

    Mary Bambacas, Gavin B Sanderson

    This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students’ instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data was collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher directed, face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their least-preferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies.

    Read article: Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs

  • Learning financial accounting in a tertiary institution of a developing country. An investigation into instructional methods.

    Indra Abeysekera

    This study examines three instructional methods (traditional, interactive, and group case–based study), and student opinions on their preference for learning financial accounting in large classes at a metropolitan university in Sri Lanka. It analyses the results of a survey questionnaire of students, using quantitative techniques to determine the preferred instructional method. It analyses the written comments made by students in the survey questionnaire using thematic analysis to determine the reasons behind their preference. The findings reveal that the most preferred instructional method is interactive and the least is traditional.

    Read article: Learning financial accounting in a tertiary institution of a developing country. An investigation into instructional methods.

  • The Pros and Cons of Problem-Based Learning from the Teacher’s Standpoint

    Luis Roberto C Ribeiro

    This article focuses on a teacher’s evaluation of an experiment with problem-based learning (PBL) and its effects on his professional development. This case study, of a descriptive-analytical nature, involved the collaboration between the researcher and teacher in the planning, implementation of PBL and, to some extent, analysis of results. Research data—collected via participant observation of classes and open-ended interviews with the teacher—were analyzed in light of the literature on PBL, teacher knowledge base, and professional development. Results indicate teacher satisfaction, but also point to higher class unpredictability and increased time/workload. PBL also seems to distribute teaching workload more evenly throughout the semester than traditional methods do. This hinders routinisation and constrains teachers’ autonomy. On the other hand PBL appeared to foster the teacher’s development of his teaching knowledge base, especially regarding the knowledge of students, their reasoning mode and interests.

    Read article: The Pros and Cons of Problem-Based Learning from the Teacher’s Standpoint

  • Using self- and peer-assessment to enhance students’ future-learning in higher education.

    Glyn Thomas, Dona Martin, Kathleen Pleasants

    In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education.

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  • Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses

    Cathy Gunn, Shari Hearne, Julie Sibthorpe

    This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill - information literacy - into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for different subjects and assessment tasks. Feedback from trials suggests that significant gains can be made using this embedded approach. Theoretical grounding of design concepts, integration into course activities and collaboration between course lecturers and academic support staff are all key success factors. The authors propose that this integrated approach is the most effective way to promote academic literacy skills development in large university classes, and that the learning design principles used in this case for Information Literacy could work equally well in other academic skill areas. Further research will be conducted to test this assumption.

    Read article: Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses

  • Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

    Barbara Russell, Gloria R L Slater

    This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

    Read article: Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

  • Continuous Team Assessment to Improve Student Engagement and Active Learning

    Alexis S. Esposto, Debbi Weaver

    A strategy of continuous team assessment over three years, comprising of a series of tests and a major project, was introduced into scheduled tutorial classes in an attempt to improve flagging attendance and low student motivation. The assessment tasks were designed to be undertaken in teams of two students, with ongoing feedback as an integral component. After a single semester of implementation, attendance at tutorials improved (to nearly double the previous year), and this rate was sustained over a three year period. Average assessment marks rose a full grade compared to the previous student cohort, and this was also sustained over the same period. Students' output improved, and they were actively engaged in their work and with their colleagues. These results indicate the change in assessment strategy achieved the desired outcomes of improving student engagement and active learning.

    Read article: Continuous Team Assessment to Improve Student Engagement and Active Learning