Vol. 15 No. 5 (2018)

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review found (1) metacognitive assessments can act as a learning aide in encouraging higher-order thinking; (2) metacognitive assessments can be effective measurements under proper conditions with experienced learners; and (3) librarians have limited options when selecting assessment tools even as the demand for demonstrating the library’s value to stakeholders is increasing. The paper concludes with gaps in the literature and areas for future directions.

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.

Critical thinking (CT) is a highly valued skill, based on feedback from a wide range of stakeholders, and thus academics have long sought to embed CT into undergraduate curricula. In this study, we investigated foundation biology students’

Critical thinking (CT) is a highly valued skill, based on feedback from a wide range of stakeholders, and thus academics have long sought to embed CT into undergraduate curricula. In this study, we investigated foundation biology students’ self-efficacy of their CT skills (including three CT sub-elements), and whether such self-efficacies changed over a year of study. We also assessed students’ actual CT ability, and whether there were differences in self-efficacy and actual ability between male and female students. While students’ self-efficacy of their overall CT ability increased over the course of the year, this value was significantly lower than each of the CT sub-element efficacies, at both commencement and completion of the study. Conversely, students’ actual CT skills did not change over the year, although females scored higher than males in the one of the two units of study. We conclude that (i) there is a disconnect between our students’ self-efficacy of, and actual, CT ability; and (ii) there is a gender-based difference in their self-efficacy and actual CT ability. We recommend interventions to enhance foundation biology students’ understanding of CT and through this, improve the concordance between their self-efficacy of their CT skills and their actual CT ability.

This study examines the influence of adopting a student-centered active learning approach based on self-determination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature

This study examines the influence of adopting a student-centered active learning approach based on self-determination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peer-based learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education.

This article is based on the findings of a three-year study on the outcomes of involving students in the co-creation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an

This article is based on the findings of a three-year study on the outcomes of involving students in the co-creation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an Australian University. Data came from recording engagement in class discussion, completion of set reading material, performance in assignments as well as student and lecturer perceptions of overall levels of engagement. Findings demonstrate ways in whichco-creationof knowledge and curriculum design assisted students to engage more deeply in the learning process. Authors posit that co-production of knowledge and shared curriculum development aid in promoting deeper teaching and learning practices.

How students perceive group work is closely correlated with the benefits of group work experience. However, a great variety of influences affect student perceptions of group work. This study quantifies the impact of various influences on

How students perceive group work is closely correlated with the benefits of group work experience. However, a great variety of influences affect student perceptions of group work. This study quantifies the impact of various influences on the effective working, learning assistance and enjoyment of group work. This is done by analysing 206 responses to a survey of students in a course in actuarial science. A mixed ordered logit model is used to explicitly quantify the effect of various exogenous and endogenous influences on perceptions of group work. Student perceptions of group work are most heavily influenced by course design decisions regarding the scaffolding provided to groups, the expectation about whether or not they will enjoy group work, and their role undertaken in the group, including their level of effort (but not quality) relative to other group members. Implications for teaching practice are discussed.