scholarly journals Mixed Method Evaluation of a Graduate Student Teaching and Learning Internship Program

2021 ◽  
Vol 9 ◽  
Author(s):  
Meredith Tavener ◽  
Tazeen Majeed ◽  
Tanmay Bagade ◽  
Natasha Weaver ◽  
Penny Reeves ◽  
...  
Keyword(s):  
Student Teaching ◽  
Curriculum Design ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Analysis Data ◽  
Method Evaluation ◽  
Cost Offset ◽  
Learning Competencies ◽  
Pedagogy And Curriculum ◽  
The Impact

In recognition of the need to better prepare doctoral candidates with teaching and learning competencies, we devised an innovative internship program in the form of a structured apprenticeship and trialed it in public health higher education. The paid internship was comprised of: (i) Mentoring from an experienced educator, (ii) Structured program of education in pedagogy and curriculum design, and (iii) Opportunities for applied experience. Eleven interns completed the apprenticeship in its first 2 years. The mixed method evaluation assessed the impact of the internship on knowledge, skills, and confidence of interns throughout the internship, and included a cost-consequence analysis. Data collection included surveys and face-to-face interviews with interns and mentors. Changes in intern knowledge and skills were analyzed by intern self-ratings pre- and post-internship on 11 performance descriptors. All interns indicated improvement in at least one area of teaching. Interviews indicated general satisfaction, however raised incompatibilities between the unstructured nature of mentoring and intern expectations and preferences. The economic analysis calculated a cost-offset associated with intern-delivered teaching activities of $58,820 (AUD, 2019). The total cost of the program was calculated to be $70,561 (comprising mentor investment AUD$20,436, intern investment AUD$15,126, scholarship “top-up” payment of $5,000 paid to each of the 7 interns AUD $35,000). This Internship is associated with positive impacts for interns across a range of domains at a net total investment of $11,741.

scholarly journals Privacy concerns in educational data mining and learning analytics

2020 ◽  
Vol 28 ◽  
Author(s):  
Isak Potgieter
Keyword(s):  
Data Mining ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Educational Data Mining ◽  
Analysis Data ◽  
Privacy Concerns ◽  
Ethical Implications ◽  
Individual Privacy ◽  
Future Of Education ◽  
The Impact

Education at all levels is increasingly augmented and enhanced by data mining and analytics, catalysed by the growing prevalence of automated distance learning. With an unprecedented capacity to scale both horizontally (individuals reached) and vertically (level of analysis), data mining and analytics are set to be a transformative part of the future of education. We reflect on the assumptions behind data mining and the potential consequences of learning analytics, with reference to an issue brief prepared for the U.S. Department of Education entitled Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics. We argue that the associated gains conceal subtle, but important risks. Data-ism, an underpinning paradigm, assigns unjustified veracity to data-driven science and the application of personalised analytics may compromise individual privacy, agency and inventiveness. This holds serious ethical implications, particularly when considering the impact on minors, rendering wholesale adoption premature.

scholarly journals Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

2020 ◽  
Author(s):  
Hamza Alshenqeeti ◽  
Musaad Alrahaili
Keyword(s):  
Reading Comprehension ◽  
Cognitive Skills ◽  
Language Production ◽  
Teaching And Learning ◽  
English Language ◽  
Analysis Data ◽  
Task Repetition ◽  
Efl Learners ◽  
L2 Learning ◽  
The Impact

Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants’ reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners’ language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

Equity in Distance Education

2013 ◽  
pp. 17-35 ◽  
Author(s):  
J. Willems
Keyword(s):  
Decision Making ◽  
Distance Education ◽  
Curriculum Design ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Research Practice ◽  
Policy Makers ◽  
Meta Level ◽  
Planning Decision ◽  
The Impact

Within the context of distance education, an understanding of the impact of social justice issues is crucial for informing research, practice, funding, and policy. Equity and the related concerns of access, social inclusion, and ethics impact all levels of distance education, from the macro (research and development, including the globalisation of distance education), through the meso (community and open learning, including choices in educational technology), and down to the micro (teaching and learning, including choices in curriculum design). As a consequence, a modification to the macro-meso-micro framework of distance education is called for: one that situates equity at a meta level. This meta level encompasses all aspects in the field of distance education, and acts as a guide for policy-makers, academics, and administrators on planning, decision-making, and practice within the discipline.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2013 ◽  
pp. 330-353
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

scholarly journals Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy

2017 ◽  
Vol 33 (3) ◽  
pp. 201-222 ◽  
Author(s):  
Deborah O. Dada ◽  
Chris Eames ◽  
Nigel Calder
Keyword(s):  
Preservice Teachers ◽  
New Zealand ◽  
Environmental Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
Teacher Education Programs ◽  
The Impact ◽  
Preparedness To Teach

AbstractOne of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2015 ◽  
pp. 1265-1281
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

Assessing the impacts of ICT deployment in teaching and learning in higher education

2015 ◽  
Vol 7 (2) ◽  
pp. 180-193 ◽  
Author(s):  
Nafisat Afolake Adedokun-Shittu ◽  
Abdul Jaleel Kehinde Shittu
Keyword(s):  
Impact Assessment ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Quantitative Result ◽  
Assessment Model ◽  
Content Type ◽  
Lecture Room ◽  
Group Interviews ◽  
Qualitative Part ◽  
The Impact

Purpose – Deployment of ICT facilities for teaching and learning in higher education is no longer a new trend, however, assessing the impacts of these deployment on lecturers and students requires more effort. The purpose of this paper is to employ a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment. Design/methodology/approach – This study employed a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Findings – Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment. Practical implications – The use of multiple research designs to get rich and diverse view of participants incorporated in this study help to generate solid findings on the impact assessment of technology in education. The conceptual model (Adedokun-Shittu 2011 ICT impact assessment model) generated through a mixed method research design has four components which are substitutable to CIPP and Kirkpatrick models. It also fills a crucial gap left by both models. Originality/value – This study produces a model that is conceived as a conceptual framework for researchers on impact assessment and is made up of the generated themes and named ICT Impact Assessment Model comprising Positive effect, Integration, Incentives and Challenges. This model is represented in a cyclic form because the assessment process can start from any stage and the assessment could be done individually or holistically. This makes it useful for both formative and summative assessment of ICT integration in teaching and learning (Adedokun-Shittu et al.S, 2012). The mixed method approach (survey, interviews and observations) used in the study that generated this model also supports its usefulness in any kind of evaluation (formative or summative).

scholarly journals A mixed-method evaluation of a volunteer navigation intervention for older persons living with chronic illness (Nav-CARE): findings from a knowledge translation study

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Barbara Pesut ◽  
Wendy Duggleby ◽  
Grace Warner ◽  
Paxton Bruce ◽  
Sunita Ghosh ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Chronic Illness ◽  
Knowledge Translation ◽  
Mixed Method ◽  
Self Efficacy ◽  
Older Persons ◽  
Older Person ◽  
Method Evaluation ◽  
The Impact

Abstract Background Volunteer navigation is an innovative way to help older persons get connected to resources in their community that they may not know about or have difficulty accessing. Nav-CARE is an intervention in which volunteers, who are trained in navigation, provide services for older persons living at home with chronic illness to improve their quality of life. The goal of this study was to evaluate the impact of Nav-CARE on volunteers, older persons, and family participating across eight Canadian sites. Methods Nav-CARE was implemented using a knowledge translation approach in eight sites using a 12- or 18-month intervention period. A mixed method evaluation was used to understand the outcomes upon older person engagement; volunteer self-efficacy; and older person, family, and volunteer quality of life and satisfaction with the intervention. Results Older persons and family were highly satisfied with the intervention, citing benefits of social connection and support, help with negotiating the social aspects of healthcare, access to cost-effective resources, and family respite. They were less satisfied with the practical help available for transportation and errands. Older persons self-reported knowledge of the services available to them and confidence in making decisions about their healthcare showed statistically significant improvements (P < .05) over 12–18 months. Volunteers reported satisfaction with their role, particularly as it related to building relationships over time, and good self-efficacy. Volunteer attrition was a result of not recruiting older persons in a timely manner. There was no statistically significant improvement in quality of life for older persons, family or volunteers from baseline to study completion. Conclusions Findings from this study support a developing body of evidence showing the contributions volunteers make to enhanced older person and family well-being in the context of chronic illness. Statistically significant improvements were documented in aspects of client engagement. However, there were no statistically significant improvements in quality of life scores even though qualitative data illustrated very specific positive outcomes of the intervention. Similar findings in other volunteer-led intervention studies raise the question of whether there is a need for targeted volunteer-sensitive outcome measures.

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