Vol. 12 No. 2 (2015)
Published:
1 October 2015
Articles
-
-
Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners
Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to
Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study conceptualised and validated a learning diagnostic test in the context of SIM University (UniSIM), an adult learning institution, in Singapore. The learning diagnostic tool allows the students to identify their strengths and weaknesses in areas of self-directed learning. The study employed a survey research methodology. 1,960 students responded to the survey, and the statistical methods of exploratory and confirmatory factor analysis were used in the analysis. The confirmatory factor analysis showed that the final model of self-directed learning, as actualised through the items of the learning diagnostic tool, has a good fit on the data, thus affirming the strong validity and reliability of the tool. This validated learning diagnostic tool currently serves as one of the student learning support measures to help UniSIM students to be self-directed learners.
-
Can Report Templates Aid Student Learning in Undergraduate Chemistry Laboratory Classes?
This paper describes a study aimed at assessing the ability of report templates to help students learn key concepts during undergraduate laboratory classes. The report templates were designed so that a set of assessment questions led the
This paper describes a study aimed at assessing the ability of report templates to help students learn key concepts during undergraduate laboratory classes. The report templates were designed so that a set of assessment questions led the students through the logical steps required to perform the laboratory exercise and to calculate the required quantitative results. Additional questions probed the students’ understanding of the key concepts covered. The study assessed the efficacy of the report templates in achieving these goals over a 3 year period via the use of a questionnaire, laboratory marks and marks awarded for examination questions that tested one of the key learning outcomes. The report templates were found to save time for students and academics alike without any negative (or positive) effect on learning outcomes.
-
Taking Risks With Their Hearts: Risk And Emotion In Innovative Forms Of Assessment
Research involving student and tutor responses to a ‘pedagogy of the heart’ approach in a first year university health science topic revealed anxiety, insecurity and perceptions of unpredictability in relation to an innovative arts-based
Research involving student and tutor responses to a ‘pedagogy of the heart’ approach in a first year university health science topic revealed anxiety, insecurity and perceptions of unpredictability in relation to an innovative arts-based assignment designed to elicit and assess experiential or imaginal knowledge. Using the lens of contemporary theories of risk, and explicitly considering the role of emotion in assessment, this paper identifies both the effectiveness of and challenges encountered in this form of assessment. It also explores the relationships between risk and emotion, and between risk and assessment, particularly for young people in the higher education context. By comparing the risks involved with the benefits to be gained, the efficacy of adopting such a pedagogical approach is reviewed.
-
Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis
Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning
Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of ‘old’ but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the development of various student-centred pedagogies (e.g. Problem-Based Learning (PBL)) addressing perceived shortcomings of traditional didactic instruction. PBL as a pedagogy promotes meaningful learning due largely to its power to stimulate critical, reflective and creative thinking. Can teaching staff, then, adopt technology-based approaches to create multi-disciplinary interactive PBL environments that enhance learning and excite students, inspiring them to take ownership of their own education? This paper presents a cross-case analysis of four cases that explore how classroom-based learning activities have been transferred to online formats in universities to improve critical thinking, problem-solving skills, and other learning attributes across a range of disciplines.
-
Bridging the Experiential Learning Gap: An Evaluation of the Impacts of Ulster University’s Senior Student Tutoring Scheme on First Year Students
Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical
Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical action research methodology we evaluated the role of SSTs in bridging the experiential learning gap between practitioners and recipients. Analysis suggested positive associations between workshop participation, examination success and improved module marks. Surveys showed that first year students gained confidence, were less intimidated and empowered with revision and examination techniques. The SSTs gained valuable insights, tutoring experience and an evidence base useful to their career paths. Discussion focused upon risk-averse first year students who grasped and then transformed the experiences of the SSTs into successful examination performance. It is argued that our SSTs have helped to bridge the experiential learning gap and made inter-collegiate connections that would have been less-likely in a formal, teaching staff-led situation. Faculty suffering from examination related student progression problems could, therefore, benefit from adopting this locally controlled, low cost, small-scale, tailor-made, peer assisted tutoring scheme.
-
Building a writing community through learning of French
This paper reports on a pilot study designed to develop writing proficiency in French via collaborative writing activities at intermediate level at the University of Wollongong in Australia. Twenty four students in the final year of French
This paper reports on a pilot study designed to develop writing proficiency in French via collaborative writing activities at intermediate level at the University of Wollongong in Australia. Twenty four students in the final year of French studies program took part in this innovative approach which integrates multimodal functionality of the e-learning platform combined with face to face interaction and discussions. Methodology draws on educational practice influenced by a socio-constructivist approach, and particularly on the importance of relevant meaningful tasks in the target language as well as ‘constructively aligned’ (Biggs, 1999: 11) assessment in language learning. The results show that groups used the online functionality to scaffold their writing skills and that collaborative tasks were perceived as an effective way of consolidating grammar knowledge and enhancing individual literacy skills in the foreign language. Qualitative analysis of students’ evaluation of their writing skills at the beginning and the end of the semester shows that group work acts as activator in the meta-learning that was occurring online as well as in the face -to -face discussions resulting in critical reflection in the independent learning process.
-
Promoting African Music and enhancing intercultural understanding in Teacher Education
Australia is a culturally diverse nation. The Arts provide a pathway that contributes to the rich tapestry of its people. Tertiary music educators have the responsibility to provide opportunities to effectively prepare and engage
Australia is a culturally diverse nation. The Arts provide a pathway that contributes to the rich tapestry of its people. Tertiary music educators have the responsibility to provide opportunities to effectively prepare and engage pre-service teachers in becoming culturally responsive. The authors discuss the importance and need to include guest music educators as culture bearers when preparing pre-service teachers to teach multicultural music. Drawing on data from student questionnaires, author participant observation and reflective practice in 2014, the findings highlight the experiences and practical engagement of an African music workshop in teacher education courses. Generalisations cannot be made, however, the findings revealed the need, importance and benefits of incorporating guest music educators as culture bearers who have the knowledge, skills and understandings to contribute to multicultural music education. This experience may be similar to other educational settings and it is hoped that the findings may provide a platform for further dialogue in other teaching and learning areas.
-
The Nebulous, Essential Dimensions in Effective University Teaching: The Ethic of Care and Relational Acumen
This paper examines the interrelationships between teaching beliefs and approaches, instructional design, relationships with students, and academics’ and students’ perceptions of effective teaching and learning. Mixed methodology was
This paper examines the interrelationships between teaching beliefs and approaches, instructional design, relationships with students, and academics’ and students’ perceptions of effective teaching and learning. Mixed methodology was utilised and included interviews with academics and students, and questionnaires, inventories, and learning journals. As anticipated educationally optimal instructional design was appreciated by academics and students, however, it was not the most significant aspect in influencing students’ perceptions of ‘good’ or effective teaching. Differences were found between two teaching academics’ beliefs about students and these translated into varied approaches to teaching, interactions with students, and different capacities to establish positive classroom environments and relationships. Academics’ ethic of care and relational acumen were the pivotal components in students’ criteria for effective teaching, which may present a quandary to academic developers. Findings indicate the importance of relational acumen and an ethic of care and may also have significance for university leaders in matching academic teaching activities to faculty strengths and potentially explaining negative student feedback in well-designed units.