scholarly journals Beyond ‘Listening’ to the Student Voice: The Undergraduate Researcher’s Contribution to the Enhancement of Teaching and Learning

2010 ◽  
Vol 7 (2) ◽  
pp. 40-59
Author(s):  
Lee Partridge ◽  
◽  
Sally Sandover ◽  
Keyword(s):  
Undergraduate Students ◽  
Student Voice ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Policy And Practice ◽  
Research Partnerships ◽  
Learning And Teaching ◽  
Pedagogic Research ◽  
The Individual ◽  
The University

This paper introduces a novel focus of undergraduate research of which there have been few similar reports. Examples of staff-student research partnerships in teaching and learning are starting to appear in the literature but pedagogic research conducted entirely by undergraduate students is exceptional. The Undergraduate Learning and Teaching Research Internship Scheme (ULTRIS) was conceived at The University of Western Australia (UWA) to introduce undergraduate students to authentic research outside their chosen discipline. By focusing their research on a teaching and learning issue of identified priority for the University, students were able to make significant contributions to the understanding of the problem and provide insights to inform future changes in policy and practice. Beyond the benefits to the institution and the individual students, the model of undergraduate research described in this paper heralds an opportunity for research into teaching and learning to gain acceptance and interest amongst a new and previously uninvolved cohort of investigators.

Pedagogical Action Research

2013 ◽  
pp. 291-303
Author(s):  
Lin Norton ◽  
Tessa Owens
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Teaching And Learning ◽  
Effective Means ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Pedagogical Action ◽  
Teaching Community ◽  
Education Today ◽  
The Individual

In this chapter, the authors consider the dominance of the managerial discourse in higher education today related to staff development in learning and teaching, often perceived as a “top down” policy with which individuals are forced to comply (sometimes their successful completion of probation depends on it). Furthermore, there is an implication of a “deficit” approach to externally imposed staff development in learning and teaching where the assumption is that something in the teacher’s practice needs to be improved (Biggs, 1993). Such an approach does not take account of disciplinary and subject alliances; nor does it intrinsically motivate the individual academic, so it is unlikely to engender any real conceptual change. In light of these issues, the authors put forward a case for establishing strong communities of practice in teaching and learning where professional academics themselves can continue to influence policy and practice within their departments, their institutions, and ultimately, across the sector. In so doing, they draw on an example at one UK university of a community of practice in learning and teaching that evolved as a grass roots Pedagogical Action Research (PAR) group in 2001. Pedagogical action research has been proposed as an effective means of encouraging academics to engage with learning and teaching driven by their own need to know (Breslow, Drew, Healey, Matthew, & Norton, 2004; Norton, 2009). The authors conclude by analysing the effect of this initiative on the individual, the institution, and the wider learning and teaching community.

Undergraduate Students as Partners in a Writing Course: A Case Study

2021 ◽  
Author(s):  
Maria Assif ◽  
◽  
Sonya Ho ◽  
Shalizeh Minaee ◽  
Farah Rahim ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Writing Curriculum ◽  
Learning And Teaching ◽  
Higher Education Assessment ◽  
Research Students ◽  
The Uk

Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals Enhancing Teaching and Learning at the University of Venda Utilising Digital Mobile Devices

2017 ◽  
Vol 3 (4) ◽  
pp. 11
Author(s):  
Ratchel Chikurunhe ◽  
Armstrong Kadyamatimba
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Academic Experience ◽  
Learning And Teaching ◽  
Tablet Pcs ◽  
Level Of Use ◽  
The University ◽  
Quality Learning ◽  
Rural Student

The University of Venda(Univen) distributed tablets to students for facilitating and enhancing their studies. However, the provision of tablet PCs to students may not be a panacea for quality learning, especially to technological disadvantaged rural student  population. The aim of study was to investigate the use of digital mobile devices for enhancing teaching and learning at the Univen. The research questions focused on determining the current level of use of mobile devices, how they can be used effectively for teaching and learning. Mixed methods approach was applied with data being solicited from a convenient sample of students, lecturers and an IT technician. The results of the study indicated that many students and lecturers are active and have higher perceptions of mobile devices usage. The results of the study are to be used to explicate and advance the integration of the mobile devices for promoting learning and teaching accomplishments. The findings clearly showed that mobile devices have a positive impact on the academic experience. The results also indicate that there is a gradual acceptance of the Learners Management Systems (Blackboard) by both academics and students. The digital mobile devices are eventually enhancing teaching and learning at Univen.

scholarly journals Using Flipgrid to develop social learning

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
John Stoszkowski
Keyword(s):  
Social Interaction ◽  
Social Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Video ◽  
Potential Barriers ◽  
The University ◽  
Future Plans

Flipgrid is an online video discussion platform designed to empower learners and facilitate social interaction between students. This paper reviews the use of Flipgrid to develop social learning with a cohort of undergraduate students at the University of Central Lancashire. Strengths and weaknesses of the Flipgrid platform are outlined, as well as potential barriers to its use, and future plans for incorporating it in teaching and learning.

scholarly journals “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

2021 ◽  
Vol 8 (1) ◽  
pp. 18-35
Author(s):  
Ben Harkin ◽  
Chrissi Nerantzi
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Teaching Approach ◽  
Future Research ◽  
Learning And Teaching ◽  
Student Dialogue ◽  
Challenges And Opportunities ◽  
Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

scholarly journals O ENSINO DE CIÊNCIAS BIOLÓGICAS - UMA EXPERIÊNCIA TEÓRICO-PRÁTICA COM ALUNOS DO ENSINO MÉDIO DE ESCOLAS PÚBLICAS

2016 ◽  
Vol 7 (2) ◽  
pp. 99-104
Author(s):  
Alexsandra Martins Da Silva ◽  
Camila Zanesco ◽  
Angélica Ribolli Cazarotto ◽  
Felipe Tecchio Borsoi ◽  
Camila Dervanoski ◽  
...  
Keyword(s):  
Biological Sciences ◽  
High School Students ◽  
Public Schools ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Practical Experience ◽  
School Students ◽  
Santa Catarina ◽  
The University

Resumo: Este trabalho foi uma iniciativa do projeto “Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental”, cuja ação de destaque foi o incentivo ao ensino de Ciências Biológicas para alunos de ensino médio de dois municípios. Foram oferecidas aulas teóricas e práticas em laboratórios da Universidade Federal da Fronteira Sul (UFFS), promovendo o contato de alunos e professores de escolas públicas com a universidade. Neste contexto, foi possível aproximá-los de atividades, materiais e equipamentos de prática científica e de ensino nas áreas de Ciências Biológicas, visando melhorias das condições de aprendizagem e estimulando os jovens dessas escolas para a participação no meio acadêmico-científico, aumentando a interação universidade/escola pública. Foram atendidas 15 turmas, totalizando cerca de 320 estudantes, que presenciaram as aulas de “Microscopia, células e tecidos”, “Tipagem sanguínea” e “Biodecomposição de alimentos orgânicos”. Esse trabalho possibilitou que os alunos tivessem contato prévio com o mundo das ciências e os incentivou para ingressar na universidade. Já os professores que acompanharam os alunos se sentiram instigados a manter a criatividade em sala de aula. Para os acadêmicos envolvidos, o projeto possibilitou o crescimento pessoal, instigando os mesmos a desenvolver aptidões, além do que lhes é ensinado em sala de aula. Palavras-chave: Práticas laboratoriais, ensino-aprendizagem, escola pública, extensão universitária.   The teaching of Biological Sciences - a theoretical and practical experience with students of high public schools Abstract: This article promotes the project ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Biological Sciences – a way to integrate and to build experimental practices).  This initiative encouraged the teaching of biological sciences to high school students of two municipalities. Theoretical and practical classes were offered in the university labs of Universidade Federal Fronteira Sul –UFFS (Chapecó, Santa Catarina State, Brazil) in order to promote the contact of students and teachers of public schools with the university. In this context, it was possible to put the students in contact with procedures, equipments scientific and teaching practices in the areas of Biological Sciences. These activities aimed at improving learning and stimulating the students from the schools in which were part of the academic and scientific community, and as a result, to promote the interaction between university and public schools. Fifteen student groups took part in the project, which totaled around 320 students who had lessons on microscopy, cells and tissues, blood typing and biological decomposition of organic food. This project encouraged students that had a previous contact with the world of science to enter university. In addition, the teachers who accompanied the students were encouraged to continue being creative in their classes. For the undergraduate students involved, the project enabled personal growth and encouraged them to develop skills beyond what they were taught in the classroom. Key-words: Laboratory Practices, Teaching and Learning, Public School, University Extension.   La enseñanza de Ciencias Biológicas - una experiencia teórica y práctica con los estudiantes de la escuela secundaria en escuelas públicas Resumen: En este artículo, se hace un relato de un trabajo que tuvo una iniciativa del proyecto ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Ciencias Biológicas – Una Forma de Integrar y Construir la Práctica Experimental), cuya acción principal fue el incentivo a la enseñanza de Ciencias Biológicas para alumnos de enseñanza media de dos municipios. Se les ofreció clases teóricas y prácticas en los laboratorios de la Universidade Federal da Fronteira Sul – UFFS (Santa Catarina, sur de Brasil) promoviendo el contacto de alumnos y profesores de escuelas públicas con la universidad. En este espacio, fue posible aproximarlos a actividades, materiales y equipamientos de la práctica científica y de la enseñanza en las áreas de Ciencias Biológicas, buscando mejorías en las condiciones de aprendizaje y estimular los jóvenes de esas escuelas a la participación en el medio académico-científico, aumentando la interacción universidad/escuela pública. Han sido atendidos 15 grupos y cerca de 320 estudiantes, que fueron testigos de las lecciones de “Microscopía, células y tejidos”, “Tipo sanguíneo”, y “Biodescomposición de alimentos orgánicos”. Ese trabajo ha posibilitado que los alumnos tuvieran un contacto previo con el mundo de las ciencias y los ha incentivado a ingresar a la universidad. Por otro lado, los docentes que han acompañado a los alumnos se han sentido instigados a mantener la creatividad en las clases. Para los académicos involucrados, el proyecto ha posibilitado el crecimiento personal, instigándolos a crear aptitudes, más allá de lo que les es enseñado en el salón de clase. Palabras-clave: Extensión Universitaria, Popularización de la Ciencia, Escuela Secundaria, Enseñanza Científica.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

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