Development of a Formative Assessment Rubric for Peer Evaluation of Teaching (FARPET) and Pilot Use in Veterinary Online Teaching

2021 ◽  
pp. e20210015
Author(s):  
Stacey A. Fox-Alvarez ◽  
Laura D. Hostnik ◽  
Bobbi Conner ◽  
J.S. Watson
Keyword(s):  
Focus Group ◽  
Online Teaching ◽  
Cognitive Engagement ◽  
Peer Evaluation ◽  
Group Setting ◽  
Flexible Tool ◽  
Content Organization ◽  
Evaluation Of Teaching ◽  
Frame Of Reference Training ◽  
Instructions For Use

Peer evaluation of teaching (PET) serves an important role as a component of faculty development in the medical education field. With the emergence of COVID-19, the authors recognized the need for a flexible tool that could be used for a variety of lecture formats, including virtual instruction, and that could provide a framework for consistent and meaningful PET feedback. This teaching tip describes the creation and pilot use of a PET rubric, which includes six fixed core items (lesson structure, content organization, audiovisual facilitation, concept development, enthusiasm, and relevance) and items to be assessed separately for asynchronous lectures (cognitive engagement—asynchronous) and synchronous lectures (cognitive engagement—synchronous, discourse quality, collaborative learning, and check for understanding). The instrument packet comprises the rubric, instructions for use, definitions, and examples of each item, plus three training videos for users to compare with authors’ consensus training scores; these serve as frame-of-reference training. The instrument was piloted among veterinary educators, and feedback was sought in a focus group setting. The instrument was well received, and training and use required a minimum time commitment. Inter-rater reliability within 1 Likert scale point (adjacent agreement) was assessed for each of the training videos, and consistency of scoring was demonstrated between focus group members using percent agreement (0.82, 0.85, 0.88) and between focus members and the authors’ consensus training scores (all videos: 0.91). This instrument may serve as a helpful resource for institutions looking for a framework for PET. We intend to continually adjust the instrument in response to feedback from wider use.

scholarly journals Exploring Effective Practices in Managing Distance Learning for Teaching Art and Design in Bahrain

2021 ◽  
Vol 20 (6) ◽  
pp. 66-87
Author(s):  
Sama’a Al Hashimi
Keyword(s):  
Distance Learning ◽  
Focus Group ◽  
Online Teaching ◽  
Descriptive Analysis ◽  
Effective Practices ◽  
Art And Design ◽  
Hands On ◽  
Digital Environments ◽  
University Of Bahrain ◽  
The University

As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems.

Bringing Real World Context into the Focus Group Setting

Focus Groups ◽  
2010 ◽  
pp. 129-136
Author(s):  
Peter Coughlan ◽  
Aaron Sklar
Keyword(s):  
Focus Group ◽  
Real World ◽  
Group Setting

scholarly journals Keep, lose, change: Prompts for the re-design of product concepts in a focus group setting

CoDesign ◽  
2014 ◽  
Vol 10 (2) ◽  
pp. 80-95 ◽  
Author(s):  
David M. Frohlich ◽  
Christopher Sze Chong Lim ◽  
Amr Ahmed
Keyword(s):  
Focus Group ◽  
Group Setting ◽  
Product Concepts

scholarly journals Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Katherine E. Bishop-Williams ◽  
Kaitlin Roke ◽  
Erin Aspenlieder ◽  
Meagan Troop
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Graduate Student ◽  
Empirical Studies ◽  
Perceived Benefits ◽  
Group Setting ◽  
Teaching Development ◽  
Group Data ◽  
Focus Group Data ◽  
Groupes De Discussion

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université) et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département) de perfectionnement de l’enseignement pour étudiants de cycle supérieur existent depuis de nombreuses années en enseignement supérieur. À l’heure actuelle, la recherche sur les avantages de ces modèles d’enseignement reste très incomplète en matière de compréhension contextualisée et il y a grand besoin de mener des études empiriques. Le but de cette étude était de déterminer les perspectives des étudiants de cycle supérieur liées aux expériences d’enseignement et d’apprentissage interdisciplinaires et disciplinaires. Deux sondages en ligne ont été employés : un sondage quantitatif et un sondage de suivi qualitatif. Également, trois groupes de discussion participatifs ont été organisés afin d’explorer plus profondément les contextes des groupes interdisciplinaires et disciplinaires qui représentaient sept collèges distincts. Des analyses statistiques et thématiques ont été effectuées avec les réponses aux sondages et des analyses thématiques ont été effectuées sur les données recueillies des groupes de discussion. Des thèmes semblables se sont dégagés des sondages et des données recueillies des groupes de discussion. Ces thèmes identifiaient les avantages perçus de la participation dans le perfectionnement de l’enseignement tant interdisciplinaire que disciplinaire. Les répondants ont perçu les avantages suivants : (a) possibilité de devenir de meilleurs enseignants; (b) apprentissage social; et (c) bien que les avantages perçus de chaque modèle varient, les résultats des deux expériences sont semblables. Les expériences vécues de ces étudiants de cycle supérieur élargissent la caractérisation des programmes interdisciplinaires et disciplinaires. Cette étude souligne la nécessité que les programmes pour étudiants de cycle supérieur – spécifiquement les programmes de perfectionnement de l’enseignement offerts dans le cadre d’unités de pédagogie – doivent offrir des occasions de perfectionnement de l’enseignement à la fois interdisciplinaires et disciplinaires pour que les apprenants tirent des deux modèles un mélange d’avantages.

COVID-19 pandemic and remote teaching: transition and transformation in nursing education

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Girija Madhavanprabhakaran ◽  
Frincy Francis ◽  
Sheeba Elizabeth John ◽  
Omar Al Rawajfah
Keyword(s):  
Nursing Education ◽  
Online Teaching ◽  
Major Elements ◽  
Paradigm Shifts ◽  
Flexible Tool ◽  
Student Centered ◽  
Learner Motivation ◽  
Security Issues ◽  
Online Mode ◽  
Sudden Transition

Abstract Remote teaching (RT) was the only option left to educators to continue education with public policy of lockdowns and social distancing during COVID-19 pandemic. RT is the online mode of instructional delivery. Globally it has become mandatory for all nurse educators to switch to RT mode. Many factors have been identified for effective implementation of RT, of which the major elements are choice of online teaching mode, pedagogy to choose the platform or technology, faculty preparedness, and the learner motivation and expectations. The dire need to meet the educational objectives demanded sudden transition to online mode. The paradigm shifts to RT brought many challenges and pragmatic guidance for teachers and institutions Remote teaching is flexible, student centered and feasible with opportunities to develop technically empowered faculty and coherent digital education strategies. However, tackling threats like academic integrity, inequity in accessibility and limited faculty preparedness necessitates attention. RT being flexible tool is weakened by low self-motivated students and low connectivity with digital inequity and security issues. The challenges opened opportunity to enhance faculty technical competency and learning management system.

The challenges of conducting focus-group research among Asian older adults

2011 ◽  
Vol 31 (3) ◽  
pp. 408-421 ◽  
Author(s):  
KALYANI K. MEHTA
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Ethical Issues ◽  
Empirical Studies ◽  
Group Setting ◽  
Large Cities ◽  
Personal Learning ◽  
Focus Group Research ◽  
Group Context ◽  
Conducting Research

ABSTRACTThe paper demonstrates the particular value of focus groups as a data collection method in studies of older people with particular reference to those living in large cities in Asia. The strengths and limitations of focus groups as a modality of qualitative research are discussed and a case study is presented. Some of the method's strengths derive from the synergy of the interactions among elders with a shared history and lived experiences. Focus-group exchanges have the potential for inter-personal learning and reminiscence benefits. One difficulty with the method, however, is that many Asian people are inhibited about sharing personal problems in a group context. Drawing from a number of empirical studies based in Singapore, the challenges of conducting focus groups with older participants are detailed and appropriate ways of addressing them considered. The article elaborates on the author's use of software such as NVivo to expedite the analysis of large volumes of transcribed data, and on the retrieval of relevant quotes. Software is useful in extracting themes from codes, as well as allowing the researcher to appreciate the links between codes. Ethical issues such as confidentiality, cultural sensitivities such as language and respect for religion and tradition, and lessons learnt from conducting research using the group setting are discussed. Culturally relevant responses to these challenges are offered which could be useful for future researchers conducting focus groups in Asia.

scholarly journals Peer Evaluation of Teaching in an Online Information Literacy Course

2017 ◽  
Vol 17 (3) ◽  
pp. 471-483 ◽  
Author(s):  
Susan A. Vega García ◽  
Kristine K. Stacy-Bates ◽  
Jeff Alger ◽  
Rano Marupova
Keyword(s):  
Information Literacy ◽  
Peer Evaluation ◽  
Online Information ◽  
Literacy Course ◽  
Evaluation Of Teaching
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