Vol. 17 No. 3 (2020)
Published:
1 September 2020
Articles
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Maintaining the connection: Story sharing as a function of home institution support for study abroad students
Study abroad programmes are often reported by students to be the pinnacle of their university life experiences (Curtis & Ledgerwood, 2018). Once abroad though, the challenges of decision-making (and how a home institution can support a
Study abroad programmes are often reported by students to be the pinnacle of their university life experiences (Curtis & Ledgerwood, 2018). Once abroad though, the challenges of decision-making (and how a home institution can support a student’s decision-making) rarely abate. This article reports on three undergraduate students’ storied experiences of studying abroad. Shared stories uploaded onto a dedicated communal blog site reflected a growing desire for adventure at the expense of formal educational commitment. The challenges of decision-making for students and the use of story sharing as a means for academic staff to stay ‘connected’ to students are explored along with discussion of home institution support for students throughout the study abroad experience.
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Exploring collaboration in online group based assessment contexts: Undergraduate Business Program
Focussing on a specific higher education online learning environment (OLE), this study aims to investigate and analyse instructional designs that employ Positive Interdependence, Individual Accountability, Teaching Presence, Authenticity
Focussing on a specific higher education online learning environment (OLE), this study aims to investigate and analyse instructional designs that employ Positive Interdependence, Individual Accountability, Teaching Presence, Authenticity and Group Skills Development as educational strategies to mitigate group work issues and subsequently encourage collaborative group work. Group work is a challenging learning space for both participants and facilitators in the higher education sector. Known issues such as free riding, unfair marking and a lack of existing group work skills in the student cohort, create a catalyst for conflict which can lead to negative perceptions and avoidance of group work. Isolation and the resulting independent learning culture typifying online study contexts further challenge collaborative and active learning pedagogies required in contemporary online adult learning and assessment contexts.
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‘It was fun’: Exploring the pedagogical value of collaborative educational games
This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to
This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated ‘good’ teamwork practices. Subsequently, participants were asked to complete an open-ended qualitative questionnaire about their experiences. The game was found to enhance learners’ understanding of the attributes of effective team working. It was concluded that team-based collaborative games have value in experientially ‘teaching’ team working skills. Moreover, simple low-tech games were found to have good capacity for generating high-quality collaborative learning experiences. In this context it is argued that simple low-tech games should not be forgotten in the rush to develop computer-supported collaborative learning environments. Not least because they generate opportunities for face-to-face interaction.
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Developing professional communication skills: Perceptions and reflections of domestic and international graduates
Communication is considered a crucial skill set by employers who require universities to develop students’ communication skills, to meet their requirements in the workplace. This study focuses on graduates’ perceptions of their skill in
Communication is considered a crucial skill set by employers who require universities to develop students’ communication skills, to meet their requirements in the workplace. This study focuses on graduates’ perceptions of their skill in professional communication; its development during their studies; and its value when making the transition to employment. The paper is based on two studies undertaken in Australia with interviews with graduates. The graduates are both of Australian and Chinese origin working in Australia and China across various industries. Presentation skills, writing, and intercultural skills were considered most important. Although most participants were satisfied with the way they had developed these skills at the Australian university, some international graduates needed more help from university to attain these skills. Recommendations regarding structured interventions for intercultural communication, work-integrated learning, and professional training of academic staff were provided.
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Going digital to enhance the learning of undergraduate students
The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video
The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.
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Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions
This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student
This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.
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Facilitation strategies for enhancing the learning and engagement of online students
The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result
The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.
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Flexible hybrid format in university curricula to offer students in-subject choice of study mode: An educational design research project
In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be
In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be designated as on-campus, online, or a predetermined mix of each. In a university in Australia, several subjects were designed in a flexible hybrid format where students were offered flexibility to create their own learning pathway via online or on-campus mode, changing as it suited and regardless of their original enrolment mode in the subject. The curriculum model was conceptualised and deployed using educational design research, involving three designed and taught subjects and a further two designed-only subjects (i.e. not yet taught) to help test the concept in contrasting contexts. Insights on the new model were gained from participating teachers, their students, and online analytics. Using the experiences of the trial as the basis of this discussion paper, one practical step and its related challenges are shared in working toward a hybrid pedagogy, with associated design principles extrapolated.
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Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university
South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is
South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students’ experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country’s universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings’ implications for teaching and learning praxis in the university and makes suggestions for further research.
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Teaching and learning effective reflective practice for learning at work: Evaluating delivery and application of the STOP tool
This paper explores the design, delivery and evaluation of a new bespoke reflection tool for enhancing informal learning in the workplace via reflection in and on action, as part of an undergraduate reflective practice course component
This paper explores the design, delivery and evaluation of a new bespoke reflection tool for enhancing informal learning in the workplace via reflection in and on action, as part of an undergraduate reflective practice course component. The rationale underlying the tool is presented first, followed by the results of a mixed-methods study evaluating its delivery and application in practice. Although consistently overestimating their ability to do so, participants ultimately demonstrated only a moderate degree of success in their application of the tool, and experienced greater challenges applying it specifically for reflection in, as opposed to on, action. Favourable reports on the general usefulness of the tool, and various suggestions for improving it were made. The tool is finally presented as a promising resource in the context of longer-term scaffolded interventions for more effective teaching and learning of reflective practice in a wide range of higher education settings.
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Guiding students to success: A systematic review of research on guided notes as an instructional strategy from 2009-2019
Guided notes were introduced decades ago, but there is still debate over their efficacy in improving student outcomes. The purpose of this study is to examine peer-reviewed research on guided notes for adult learners in general populations
Guided notes were introduced decades ago, but there is still debate over their efficacy in improving student outcomes. The purpose of this study is to examine peer-reviewed research on guided notes for adult learners in general populations since 2009, understanding the effects of guided notes on student learning, the knowledge and content areas supported by guided notes, and the impact of modality. Results of the 22 included studies indicate that students perceive guided notes in a positive light, and guided notes improve results in certain knowledge domains especially with complex content. However, modality does not influence the efficacy of guided notes. Implications for practice in teaching and learning and recommendations for research were provided.
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Turning chemistry education on its head: Design, experience and evaluation of a learning-centred ‘Modern Chemistry’ subject
In science courses in general, but especially in first year chemistry classes, the amount of content that is delivered is often overwhelming and too complex for the student to easily cope with. Students not only have to gain knowledge in a
In science courses in general, but especially in first year chemistry classes, the amount of content that is delivered is often overwhelming and too complex for the student to easily cope with. Students not only have to gain knowledge in a variety of different field, they also have to learn new laboratory skills and analytical techniques. Additionally, there is an issue with more and more information being available to everybody through the internet, while our education often still focusses on delivering that knowledge, rather than exploring ways how students can be guided to understanding and using the knowledge provided. There have been different approaches on how to make ‘dry’ scientific concepts more interesting and how enhance student engagement, ranging from problem-based learning approaches, case studies or flipped classroom models. We have recently turned a fairly classic first year chemistry course on its head. In the new structure, students are gaining knowledge and understanding purely through the completion of a range of challenges. We have removed all lectures, tutorials and the final exam, and all interaction with the student happens in the laboratory. Throughout the semester, students attempt to complete a range of challenges, both theoretical and practical, find relevant information, propose approaches to solving the challenges, and discuss these and subsequent outcomes with academic staff. In order to analyse the design, we have conducted structured interviews with students from 2016-2018. Initial assessment of the data suggests a high level of engagement of the students, paired with a better preparation of students for their subsequent studies. Students enjoyed having the freedom to choose and design their own experiments. Additionally, students improved significantly in non-content related aspects such as time-management, organisation, planning and self-learning, with notable impact on their learning in higher years.
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Programmatic assessment condensed: Introducing progress testing approaches to a single semester paramedic subject
The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for
The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student’s individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don’t know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.