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Vol. 9 No. 1 (2012)

Published: 1 January 2012

Articles

  • Editorial 9.1

    Geraldine E. Lefoe

    Welcome to the first issue of Volume 9 of Journal of University Teaching and Learning (JUTLP) in 2012. Higher education institutions continue to adapt to the many changes occurring in education. Increasing pressures on systems and the people who work within them are becoming more evident. For this journal one such impact has been the submission of several papers which have evidence of plagiarism or self-plagiarism. Contributing factors may indeed be increased pressure to publish and a lack of understanding of what constitutes plagiarism amongst inexperienced authors. In the Higher Education Teaching and Learning group in Linkedin (http://tinyurl.com/HETL-SOTL) suggestions have been offered in terms of education for authors and reviewers to address the problem. It seems that new technologies, as well as those that have been around for quite some time, offer both advantages and disadvantages for academic activity. Fortunately, for many of our authors the use of technology to support teaching and learning is providing avenues for increased support for student learning.

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  • Grappling with grammar on a virtual learning platform: the case of first year French students at the University of Wollongong

    A. Bissoonauth-Bedford, Ray Stace

    This paper reports on an online discussion forum that was created on the University of Wollongong’s Virtual Learning Environment (VLE) to aid and support the learning of French grammar at beginner/false beginner level. The aim was to provide a blended learning situation which combines face to face teaching with online learning using multimedia resources. The key objective of the online forum is to encourage undergraduate students take an active role in their language learning through interaction with peers. Methodology draws on educational practice influenced by a constructivist approach, particularly on the importance of building one’s knowledge and linguistic skills through interaction and cooperation with others. Quantitative and qualitative analysis of data show examples of peer exchanges acting as activators in the meta-learning that was occurring outside class hours including reflection and independent language learning awareness.

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  • On Online Assignments in a Calculus Class

    Veselin Jungic, Deborah Kent, Petra Menz

    In this paper, we describe our experience with the creation and utilization of online assignments for several calculus classes at Simon Fraser University (SFU). We present our findings regarding available software by considering the needs and perspectives of the instructors, students, and administrators. We provide a list of questions that guide an instructor in choosing online assignment problems and a list of benefits that are the natural outcome of this endeavor. We analyze survey data from our science/engineering calculus as well as social science calculus courses over the span of five years. As a conclusion we propose a balanced use of both paper and online assignments in teaching introductory calculus classes. Finally, we discuss recent developments and future possibilities of utilizing online problems.

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  • Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

    Erst Carmichael, Helen Farrell

    A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

    Read article: Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

  • Revealing Shifts and Diversity in Understandings of Self Access Language Learning

    John L Adamson, Howard G Brown, Naoki Fujimoto-Adamson

    This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews, conversational narratives and questionnaires with students, teachers, center staff and university management are marked by their shifting and diverse nature. Findings related to language policy for the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders. Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has experienced problems with diverse evaluation expectations and, despite considerable financial backing, remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather data on the diverse voices impacting upon their development.

    Read article: Revealing Shifts and Diversity in Understandings of Self Access Language Learning

  • Problem-based Learning Revisited, introduction of Active and Self-directed Learning to reduce fatigue among students

    Katarzyna Czabanowska, Jos H.C. Moust, André W. M. Meijer, Peter Schröder-Bäck, Herma Roebertsen

    Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and “PBL fatigue” among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed Learning was introduced through the new bachelor of European Public Health programme in an effort to re-energise the classical PBL model and reduce or eliminate erosion. ASDL is split into a four part learning cycle: 1) sensitisation, 2) exploration, 3) integration, and 4) application. The cycle supports problem-based learning and the developing minds of students through the integration of information, critical thinking and self-evaluation, while also teaching self-responsibility and team management skills. When applied as part of a problem-based learning curriculum, ASDL at Maastricht University helped reduce PBL fatigue and re-energised students’ interest in PBL within the first EPH cohort (2006-2009) according to survey feedback obtained after the 5th semester. The positive student response was tempered by recommendations on how to continue improving the ASDL model.

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  • Seeing is Believing: The Benefits of Peer Observation

    Graham D Hendry, Gary R Oliver

    Peer observation of teaching is seen as a supportive and developmental process for improving the quality of teaching in universities. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. In this study lecturers completing a Foundations program in university learning and teaching were interviewed about their experience of participating in a reciprocal peer observation exercise. The benefits for observers include learning about a new strategy and enhancing their confidence to try this strategy in their own teaching. Receiving feedback was also perceived to be useful but not more beneficial than watching a peer teach. We discuss implications of our results for units and institutions planning to implement peer observation as part of a strategic approach to improve the quality of learning and teaching.

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  • Internationalising the curriculum: building intercultural understandings through music

    Dawn Joseph

    This article reports of the power (influence) of music to develop intercultural understandings to better internationalise the curriculum. It argues that through internationalisation, we learn more about other people’s cultures hence, by providing an international/intercultural dimension into the teaching unit of ‘Discovering Music A’, tertiary students at Deakin University have opportunities to experience, investigate and participate in a different music and culture. Using the metaphor of the ‘talking drum’, this article reports through anecdotal notes, observations, journaling and student evaluation, how a different music, like that of Africa, communicates and promotes intercultural dialogue in a social and learning environment. The 2011 cohort included both international and local students from the Faculty of Arts and Education, Health and Business and Law, opening up a broad range of international dialogue in which all students in the cohort had a voice for expressing themselves about another culture and its music. I contend that the inclusion of a new and different music in the Bachelor of Education (Primary) curriculum and as an elective unit across all faculties provides a pathway for intercultural dialogue and understanding. As tertiary educators by internationalising the curriculum and through the process of reflection, observation and student feedback, we are able to make meaning around our practice and adapt our practice. I argue that units like Discovering Music A are an effective and useful dais to address cultural diversity and build intercultural relations and understandings in our tertiary courses.

    Read article: Internationalising the curriculum: building intercultural understandings through music