scholarly journals Students as partners in action: Evaluating a university-wide initiative

2018 ◽  
Vol 2 (2) ◽  
pp. 85-95
Author(s):  
Leanne Coombe ◽  
Jasmine Huang ◽  
Stuart Russell ◽  
Karen Sheppard ◽  
Hassan Khosravi
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Scaling Up ◽  
The Other ◽  
Pilot Projects

This case study was designed as one of many pilot projects to inform the scaling-up of Students as Partners (SaP) as a whole-of-institution strategy to enhance the student learning experience. It sought to evaluate the other pilots in order to understand the phenomena of partnerships and how students and staff perceive the experience of working in partnership. It also sought to explore the extent of benefits and challenges experienced by staff and students throughout the process and identify potential implications for future implementation.

“I Found Myself Retweeting”

2019 ◽  
pp. 88-108 ◽  
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

“I Found Myself Retweeting”

2021 ◽  
pp. 366-381
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

scholarly journals Enriching classroom learning through a microblogging-supported activity

2018 ◽  
Vol 15 (2) ◽  
pp. 93-107
Author(s):  
Kun Li ◽  
Kent Darr ◽  
Fei Gao
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Educational Resources ◽  
Classroom Learning ◽  
High Quality ◽  
Instructional Activity ◽  
Exploratory Case Study ◽  
Real Work

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

scholarly journals Scaling up eConsult for access to specialists in primary healthcare across four Canadian provinces: study protocol of a multiple case study

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Mylaine Breton ◽  
Mélanie Ann Smithman ◽  
Clare Liddy ◽  
Erin Keely ◽  
Gerard Farrell ◽  
...  
Keyword(s):  
Newfoundland And Labrador ◽  
Scale Up ◽  
Multiple Case Study ◽  
Scaling Up ◽  
Pilot Projects ◽  
Policy Issues ◽  
Multiple Case ◽  
Canadian Provinces ◽  
Main Components

Abstract Background Canada has been referred to as the land of ‘perpetual pilot projects’. Effective innovations often remain small in scale, with limited impact on health systems. Several innovations have been developed in Canada to tackle important challenges such as poor access to services and excessive wait times – one of the most promising innovations that has been piloted is eConsult, which is a model of asynchronous communication that allows primary care providers to electronically consult with specialists regarding their patients’ medical issues. eConsult pilot projects have been shown to reduce wait times for specialist care, prevent unnecessary referrals and reduce health system costs. eConsult has been spread throughout Ontario as well as to certain regions in Manitoba, Quebec, and Newfoundland and Labrador. Our aim is to understand and support the scale-up process of eConsult in Ontario, Quebec, Manitoba, and Newfoundland and Labrador. Our specific objectives are to (1) describe the main components of eConsult relevant to the scale-up process in each province; (2) understand the eConsult scale-up process in each province and compare across provinces; (3) identify policy issues and strategies to scaling up eConsult in each province; and (4) foster cross-level and cross-jurisdictional learning on scaling up eConsult. Methods We will conduct a qualitative multiple case study to investigate the scaling up of eConsult in four Canadian provinces using a grey literature review, key stakeholder interviews (10 interviews/province), non-participant observations, focus groups and deliberative dialogues. We will identify the main components of eConsult to be scaled up using logic models (obj. 1). Scaling up processes will be analysed using strategies adapted from process research (obj. 2). Policy issues and strategies to scale-up eConsult will be analysed thematically (obj. 3). Finally, a symposium will foster pan-Canadian learning on the process of scaling up eConsult (obj. 4). Discussion This study will likely increase learning and support evidence-based policy-making across participating provinces and may improve the capacity for a pan-Canadian scale-up of eConsult, including in provinces where eConsult has not yet been implemented. This work is essential to inform how similar innovations can reshape our health systems in the evolving information age.

The mystery shopper student learning experience in undergraduate health education: A case study

2018 ◽  
Vol 70 ◽  
pp. 69-76
Author(s):  
Sue Dean ◽  
Sean Walsh ◽  
Claire Williams ◽  
Chris Zaslawski ◽  
Adam Morgan ◽  
...  
Keyword(s):  
Health Education ◽  
Student Learning ◽  
Learning Experience ◽  
Mystery Shopper

scholarly journals Improving the student learning experience through the student-led implementation of interactive features in an online open-access textbook

2021 ◽  
Vol 5 (2) ◽  
pp. 67-77
Author(s):  
Tanya Sharma ◽  
Rini Lukose ◽  
Jessica E. Shiers-Hanley ◽  
Sanja Hinic-Frlog ◽  
Simone Laughton
Keyword(s):  
Open Access ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Open Educational Resource ◽  
Educational Resource ◽  
University Of Toronto ◽  
Animal Physiology ◽  
The University

This case study highlights the work of Students as Partners (SaP) as a balanced approach for implementing and evaluating an online open-access textbook in introductory animal physiology at the University of Toronto Mississauga. Started in 2017 with an eCampus Ontario grant, the project involved undergraduate and graduate students developing and improving an open-access e-textbook to support student learning in a second-year undergraduate introductory animal physiology course. This case study focuses on the 2019–2020 academic term and the work of two undergraduate students working alongside faculty and two librarians. As part of their research, the partners consulted the literature and gathered feedback from students taking the course in which the open e-textbook was used. Student partners added updates and new interactive features to create a more engaging educational resource to support student learning. The partners also reflected on their role in the open educational resource development process.  

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