Validation of the Korean version of the faculty Conceptions of Learning and Teaching(K-COLT) scale

2021 ◽  
Vol 21 (21) ◽  
pp. 401-412
Author(s):  
Hyeonmi Hong ◽  
Kyong-Jee Kim ◽  
Youngjoon Kang
Keyword(s):  
Conceptions Of Learning ◽  
Learning And Teaching ◽  
Korean Version

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

scholarly journals Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Johanna CG Jacobs ◽  
Scheltus J van Luijk ◽  
Francisca Galindo-Garre ◽  
Arno MM Muijtjens ◽  
Cees PM van der Vleuten ◽  
...  
Keyword(s):  
Conceptions Of Learning ◽  
Learning And Teaching

scholarly journals A Phenomenographic Study of Chinese Undergraduates’ Conceptions of Learning in Transnational Programs

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095703
Author(s):  
Xiantong Zhao ◽  
Yanjuan Hu
Keyword(s):  
Conceptions Of Learning ◽  
Structured Interviews ◽  
Cross Culture ◽  
Culture Learning ◽  
Learning And Teaching ◽  
Teaching Context ◽  
Making Sense ◽  
Phenomenographic Study ◽  
New Perspective ◽  
Chinese Undergraduates

Although higher education transnational programs are becoming increasingly prevalent worldwide, little is known about student’s conceptions of learning, which could help to improve the education quality of such programs. This study investigated Chinese undergraduates’ conceptions of learning in programs cooperatively run by Chinese and non-Chinese universities. The research methodology adopted is phenomenography. Data are collected through semi-structured interviews with 30 undergraduates and analyzed following the phenomenographic principles to identify the referential and structural aspects of each conception. Ultimately six main conceptions of learning and four sub-conceptions are identified, namely, learning as increase of new knowledge, memorization with/without understanding, application with/without understanding, making sense of the knowledge acquired, gaining a new perspective to view reality and personal change and growth based on an extensive understanding of learning. Generally speaking, the relationship found between conceptions is hierarchical, yet the sub-conceptions or branches are also notable. The findings not only demonstrate the complexity of Chinese students’ conceptions of university learning under a cross-culture learning and teaching context, but they also point to the possibility of there being something new to discover, even for some familiar and well-established conceptions. The implications and recommendations for future studies are provided in the end.

scholarly journals An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles

2020 ◽  
Vol 42 (9) ◽  
pp. 1000-1004
Author(s):  
Johanna C. G. Jacobs ◽  
Janneke Wilschut ◽  
Cees van der Vleuten ◽  
Fedde Scheele ◽  
Gerda Croiset ◽  
...  
Keyword(s):  
International Study ◽  
Conceptions Of Learning ◽  
Learning And Teaching

Conceptions of Learning and Teaching Instrument

2012 ◽  
Author(s):  
Johanna C. G. Jacobs ◽  
Scheltus J. Van Luijk ◽  
Henk Van Berkel ◽  
Cees P. M. Van der Vleuten ◽  
Gerda Croiset ◽  
...  
Keyword(s):  
Conceptions Of Learning ◽  
Learning And Teaching

scholarly journals Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Johanna C. G. Jacobs ◽  
Scheltus J. van Luijk ◽  
Cees P. M. van der Vleuten ◽  
Rashmi A. Kusurkar ◽  
Gerda Croiset ◽  
...  
Keyword(s):  
Personal Characteristics ◽  
Conceptions Of Learning ◽  
Medical Curricula ◽  
Learning And Teaching ◽  
The Impact

scholarly journals Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jaime L. Pacifico ◽  
Walther van Mook ◽  
Jeroen Donkers ◽  
Johanna C. G. Jacobs ◽  
Cees van der Vleuten ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Undergraduate Medical Education ◽  
Factor Structure ◽  
Teaching And Learning ◽  
Postgraduate Medical Education ◽  
Medical Setting ◽  
Clinical Faculty ◽  
Conceptions Of Learning ◽  
Learning And Teaching

Abstract Background Several studies have shown that conceptions of teachers on teaching and learning can influence the teaching practices and behavior in higher education. This association is also found in undergraduate medical education but not yet established in postgraduate medical setting. An instrument, Conceptions of Learning and Teaching (COLT) was developed to measure conception of teachers in undergraduate medical education. COLT is a 3-factor 18-item questionnaire. The objective of this study is to evaluate if COLT is valid for postgraduate medical education. Methods We invited postgraduate clinical faculty from 3 hospitals in the Netherlands to fill out the COLT. Confirmatory and exploratory factor analysis were performed to evaluate the fit of the postgraduate clinical faculty data to the COLT. Analysis of variance was done to evaluate if there was difference among the 3 hospitals in terms of the response by the clinical faculty. Results Confirmatory factor analysis showed that the postgraduate faculty data had a 2 factor structure after removal of five items. These factors were Teacher Centeredness (TC) and combined Appreciation of Active Learning and Orientation to Professional Practice (A-P) and were considered as comparable to the factors in the original COLT, expressing the post-graduate learning and teaching setting. As several items were removed, the fit was suboptimal, yet did suggest validity for use of the COLT for postgraduate medical education. Conclusion The modified COLT can be used to measure conceptions of teaching and learning in postgraduate medical education. We recommend further study to improve the factor structure of the modified COLT.

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