Research and Teaching: Comparing Student Learning in the Team-Based Learning Classroom With Different Team Reporting Methods

2017 ◽  
Vol 047 (02) ◽  
Author(s):  
Staci Johnson
Keyword(s):  
Student Learning ◽  
Research And Teaching ◽  
Team Based Learning

Team-Based Learning in a Coaching Education Course: Impact on Student Learning

2020 ◽  
Vol 39 (1) ◽  
pp. 28-35
Author(s):  
Karen E. Collins ◽  
Catherine E. Overson ◽  
Victor A. Benassi
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching Strategy ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Applied Learning ◽  
Coaching Education ◽  
Team Based Learning

Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.

Incorporating Research into Undergraduate Design Courses: A Patent-Centered Approach

2009 ◽  
Vol 37 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Dirk Schaefer ◽  
Jitesh H. Panchal
Keyword(s):  
Deep Learning ◽  
Diesel Engine ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Research ◽  
Educational Setting ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Educational Framework

It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent on a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students' performance was assessed using so-called assessment rubrics, based on Bloom's taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

scholarly journals Research-led teaching in higher education: Perspectives of Cambodian and New Zealand academics

2021 ◽  
Author(s):  
◽  
Sovannden Moeung
Keyword(s):  
New Zealand ◽  
Student Learning ◽  
Tertiary Education ◽  
Single Case ◽  
Knowledge Society ◽  
Policy Position ◽  
Exact Nature ◽  
University Policy ◽  
Research And Teaching ◽  
Main Challenge

<p>Research and teaching are the core mission of most universities in the "knowledge society" during the 21st century. However, the exact nature of the connection between research and teaching is not obvious. The purpose of this study was, therefore, to contribute to the debate by investigating how research was used to inform teaching and to benefit student learning. The study also intended to identify the benefits and drawbacks of Research-Led Teaching (RLT) for academics as well as to examine what scholars considered to be the main supports and challenges academics experienced while practicing RLT.  A qualitative single-case study was employed for this study. The perceptions and experiences from twelve academics from a university in Cambodia and another in New Zealand (NZ) were collected using semi-structure interviews. Official documents such as university policy, position descriptions from each university and course outlines or syllabi from each participant were collected for the purpose of document analysis. This study provided an understanding of RLT and the current practices of academics. Four conceptualizations of RLT emerged: teaching informed by academics' own research; teaching informed by other people's recent research; teaching that promoted student engagement in research; and teaching informed by academics' performance research. The findings indicated that the benefits of RLT outweigh the drawbacks. The lack of support was the main challenge for Cambodian participants. However, some participants suggested personal commitment, and institution accountability were important factors that support RLT. Perceptions and experiences that academics in Cambodian and NZ tertiary education have about the practices of RLT provide a useful basis for consideration of possible changes and how to implement such changes.  Recommendations to enhance the practice of RLT include the emphasis of RLT in position descriptions and strategies to promote the implementation of RLT in institutions to ensure the improvement of student learning. Academic professional development and university supports are also needed for enhancing RLT practices.</p>

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