Editorial 11.3
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Vol. 11 No. 3 (2014)
Published:
1 August 2014
Articles
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Engaging Students through Assessment: The Success and Limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model.
In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model
In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.
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The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health
The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to
The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong learning programmes for public health should address topics like planning, organisation, leadership, teamwork and research methods, and schools of public health should introduce innovative educational approaches that enable professionals to learn from the experiences of others. This paper describes the rationale for the development of a European online problem-based course on leadership for public health professionals in Europe, the first pilot evaluation and its impact on the final shape of the course. Problem-based learning (PBL) is an excellent approach for a course focused on lifelong learning, because it stimulates constructive, collaborative, and self-directed learning from authentic problems that are relevant to professional practice, and thereby facilitates the transfer of knowledge. Blended learning, which combines face-to-face and online learning, provides new opportunities for working professionals, enabling participation in international student teams and attendance of lectures by international experts without the need to travel. This makes blended problem-based learning a highly effective and efficient learning strategy for continuing professional development. The paper presents a structure for an online pilot leadership course underpinned by a review of the literature and developed and implemented by an international collaboration of four European universities. The curriculum consisted of eight sessions. Each session was developed and offered by a different university center. Two first sessions were delivered face-to-face and the other sessions were online. The seven-step approach of Maastricht University was suitable for a blended mode of PBL. Twelve public health professionals for NHS took part in the course and final evaluation. They found it difficult to use online communication tools for learning and professional activities. Based on the results of the pilot the leadership course was adapted. The training at the beginning was extended with information on behaviour during online sessions. Online practice sessions were integrated before the course. The problems were reformulated and build around a common theme. Educational institutions who would like to embark on a similar project, should consider complexities related to coordination, development and implementation of such a complex educational practice.
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Connecting Online: Can Social Networking and other Technology Support Doctoral Connectedness?
The purpose of this study was to examine the influence of online doctoral students’ interactions via peer initiated and university initiated technology on their sense of connectedness. The participants of this study were 132 doctoral
The purpose of this study was to examine the influence of online doctoral students’ interactions via peer initiated and university initiated technology on their sense of connectedness. The participants of this study were 132 doctoral candidates enrolled in an online Doctor of Education program located in the United States. Findings from this study suggest a non-significant relationship between student interaction via the university sponsored Facebook page and sense of connectedness between peers and faculty; however, candidates who used social networking technologies to interact with peers outside of the classroom reported a higher sense of connectedness than those who did not. Candidates who used web-based communication technologies such as Skype, Facebook, and Twitter demonstrated a stronger sense of connectedness with their peers than those who chose to interact with peers via the phone or e-mail; however, the frequency of these interactions did not influence the candidates’ feeling of connectedness.
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Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment
This research investigates how students used or “blended” the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was
This research investigates how students used or “blended” the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.
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Transferring Educational Theories and Knowledge Using a Co- teaching Mentor Model: A Discipline-Appropriate Approach
This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching
This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.
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A Case Study of Anxiety in the Spanish Classroom in Australia
This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety
This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Embedding Academic Literacy Skills: Towards a Best Practice Model
Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a
Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives
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Exploring the Experiences of Linguistically Diverse College of Education Student Writers
Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English
Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in education-based programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines.
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