scholarly journals Supporting Mature Aged Students to Develop Group Work Skills: A Review of a 2-Year Study of Students’ Experience of Group Work within their Pre-Nursing Program

2020 ◽  
Vol 28 (2 (October)) ◽  
pp. 67-79
Author(s):  
Deanna McCall ◽  
Bronwyn Relf
Keyword(s):  
Group Work ◽  
Assessment Tool ◽  
Nursing Program ◽  
Social Connection ◽  
Access To Higher Education ◽  
Work Skills ◽  
Self Reflection ◽  
Student Role ◽  
The University ◽  
Gain Access

The University of Newcastle offers a tertiary preparation program that enables mature aged students to gain access to higher education. One of the largest intakes is into the pre-nursing program. This paper will share the findings of a 2-year study of tertiary preparation students undertaking group work within their pre-nursing program. For many mature-aged students returning to study, it requires the development and transition of their identity from that of an adult role to that of a student role. The aim of this study was to examine how group work can help support mature aged students in their transition to a student identity. The premise was to enable students to develop skills for success in their undergraduatenursing studies, whilst fostering social connection and a sense of belonging in the university. We identified an essential aspect of nursing as being able to work collaboratively with other nurses and within allied health teams. Keeping this in mind, we developed and delivered an approach that introduced group work in Week 3 of the students' program to enable them to effectively integrate curricula and co-curricular learning experiences. Using an online assessment tool called SPARK, students were each asked to self-reflect upon their individual role and their role within the group according to specific criteria that promoted positive group work behaviours and fostered social connection. It was hoped that by providing students with resources and evaluation tools they would develop group work and self-reflection skills to succeed in their studies and future profession.

Levering Critical Collaboration

2017 ◽  
pp. 169-187 ◽  
Author(s):  
Alexandra Lara Crosby ◽  
Adam C. Morgan
Keyword(s):  
Critical Thinking ◽  
Group Work ◽  
Design Thinking ◽  
Assessment Tool ◽  
Peer Assessment ◽  
First Year ◽  
Collaborative Processes ◽  
Interdisciplinary Design ◽  
University Of Technology ◽  
The University

This chapter presents an intervention in Design Thinking, a first year interdisciplinary design subject at the University of Technology Sydney. Over two iterations of this subject, researchers reframed the ‘group work' component as critical collaboration, drawing from the momentum in the design professions for more participatory and collaborative processes and the increasing acknowledgement of design as being critical to sustainable human futures. The online self and peer assessment tool SPARKPlus was used to change the way students approached collaboration and then reflected on it following their experiences. In this model, self and peer assessment is used as a leaver to encourage critical thinking about collaboration, rather than as a hammer to enforce participation.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Re-thinking morbidity and mortality

Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Sumner Abraham ◽  
Andrew Parsons ◽  
Brian Uthlaut ◽  
Peggy Plews-Ogan
Keyword(s):  
Cognitive Biases ◽  
Diagnostic Errors ◽  
Dual Process ◽  
Morbidity And Mortality ◽  
Dual Process Theory ◽  
Habits Of Mind ◽  
Thought Processes ◽  
University Of Virginia ◽  
Self Reflection ◽  
The University

AbstractDespite the breadth of patient safety initiatives, physicians talking about their mistakes to other physicians is a difficult thing to do. This difficulty may be exacerbated by a limited exposure to how to analyze and discuss mistakes and respond in a productive way. At the University of Virginia, we recognized the importance of understanding cognitive biases for residents in both their clinical and personal professional development. We re-designed our resident led morbidity and mortality (M&M) conference using a model that integrates dual-process theory and metacognition to promote informed reflection and analysis of cognitive diagnostic errors. We believe that structuring M&M in this way builds a culture that encourages reflection together to learn our most difficult diagnostic errors and to engage in where our thought processes went wrong. In slowly building this culture, we hope to inoculate residents with the habits of mind that can best protect them from harmful biases in their clinical reasoning while instilling a culture of self-reflection.

scholarly journals Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65

2020 ◽  
Vol 15 (1) ◽  
pp. 169-191
Author(s):  
Eric Burton
Keyword(s):  
Higher Education ◽  
Cold War ◽  
North America ◽  
East Africa ◽  
Western Europe ◽  
Eastern Bloc ◽  
Access To Higher Education ◽  
African Students ◽  
The Cold War ◽  
Gain Access

AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY

2020 ◽  
Vol 76 (4) ◽  
pp. 159-165
Author(s):  
JULIA M. FOKINA ◽  
◽  
NADEZHDA V. PORSHNEVA ◽  
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Group Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching English ◽  
University System ◽  
Training Methodology ◽  
Language Environment ◽  
The University

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

scholarly journals Students’ attention in class: patterns, perceptions of cause and a tool for measuring classroom quality of life

2020 ◽  
Vol 8 (2) ◽  
pp. 58-71
Author(s):  
Neil Grainger Allison
Keyword(s):  
Group Work ◽  
Classroom Quality ◽  
Learning Performance ◽  
Self Reflection ◽  
Individual Interaction ◽  
Medium Education ◽  
Exercise Breaks ◽  
Interaction Types ◽  
Full Class ◽  
Changes Over Time

Constructs such as engagement and FLOW have been well-developed and studied in education contexts. Sustained attention, a distinct but related concept, has been less studied, particularly in the language classroom and foreign language medium education. In a case study involving mixed methods, predominantly structured qualitative data, student attention was measured repeatedly during a university pre-sessional EAP course. The aim was to compare with previous research on the relationship between attention and time/stages of lessons and reveal any additional attention patterns based on interaction types (group work, individual work, full class). In addition, repeated surveys were used to reveal what students perceived as damaging to attention and also the perceived value of exercise breaks. Results suggested significance in attention changes over time and between teacher talking time, group work and individual interaction types. The study design itself forms a simple and effective tool to improve classroom life including teachers’ monitoring of class dynamics and for students, a means of self-reflection to increase learning performance. 

scholarly journals From projects to problems

2006 ◽  
pp. 81-83
Author(s):  
Derek Raine
Keyword(s):  
Group Work ◽  
Problem Based Learning ◽  
Theoretical Work ◽  
The Other ◽  
Project Work ◽  
Work Skills ◽  
Other Hand ◽  
Group Projects ◽  
Second Year ◽  
Teaching Physics

Projects are a familiar feature of physics curricula and many courses include one or more group projects as a way of developing group work skills, if not for teaching physics. Problem-based learning on the other hand, which is designed primarily to teach physics while enhancing group work skills, is not so familiar. In this article we shall show how project work can be developed rather simply into problem-based learning by contextualising the project in terms of a problem and a viewpoint. The examples given will be based on developments of first and second year courses at Leicester to integrate practical, computational and theoretical work within the programme of specialist options. The benefits to staff and students will be discussed.

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

scholarly journals Raising awareness on assessment criteria through peer-assessment and self-reflection in the Spanish oral class

2020 ◽  
pp. 79-88
Author(s):  
Alba Del Pozo García
Keyword(s):  
Learning Styles ◽  
Peer Assessment ◽  
Evaluation Criteria ◽  
Oral Exam ◽  
Oral Performance ◽  
Self Reflection ◽  
Raising Awareness ◽  
Language Courses ◽  
The University ◽  
Oral Skills

In language courses, oral skills are frequently a source of anxiety for students. Moreover, in some occasions, students are unfamiliar with the evaluation criteria used to assess their performances, increasing their level of stress when facing the oral exam. This article describes a series of activities based on the introduction of several formative and summative self- and peer-assessment activities in a Year 2 Spanish module, aimed at students in the Modern Languages Programme at the University of Nottingham. Students have varied profiles and learning styles, as their programmes include Modern Languages and some variations of Joint Honours programmes with languages. The activities aimed to give students some extra tools to allow them to better monitor their oral performance, potentially easing their concern on the linguistic elements which would be assessed and letting them autonomously identify their own strengths and the areas where they might need improvement.

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