Showing papers in "Journal of Perspectives in Applied Academic Practice in 2013"
TL;DR: Graff as discussed by the authors describes how schooling obscures the life of the mind: "Curious in Academe" and "How Schooling Obscures The Life of the Mind".
Abstract: Book review of Clueless in Academe: How Schooling Obscures the Life of the Mind, Gerald Graff, Yale University Press, New Haven and London, 2003
62 citations
TL;DR: In this paper, two conceptual models to explain the triple transitions of international doctoral students and how these can be facilitated better through effective supervisory relationships are presented, based on primary data collected by authors and well known theories.
Abstract: This paper presents two original conceptual models to explain the triple transitions ofinternational doctoral students and how these can be facilitated better through effective supervisory relationships These models are based on primary data collected by authors and well known theories, namely the ABC model, Emotional Intelligence and Resilience The data suggest that when international doctoral students moved to the UK,they had to deal with not only a new educational system and different level of studies; they also had to deal with the daily life issues of being in a new country These educational and daily life issues were not mutually exclusive and had an impact on each other However, if one was going exceptionally well,it could act as a buffer for any problems in the other area Transparent supervisory relationships, where mutual expectations were clear, were seen tobe an effective way of enhancing the transition experience of international doctoral students This study is the first to explore the triple transitions ofinternational students The Educational and Life Transitions (ELT) andSupervision Remit Compatibility (SuReCom) models are significant in ensuring successful transition and well-being of international doctoral students
31 citations
TL;DR: The authors found that tutors should take time and make the effort to offer them useful feedback, and to increase student reactions to their feedback, they should give students advice on how to use it.
Abstract: While it is commonly recognised that tutor feedback is central to student learning, a number of scholars and practitioners in higher education hold that tutor feedback is a waste of time because students are only interested in grades. Based on the results of a survey on 206 students at Aston University, this study finds that students are receptive to tutor feedback and act on it. It also discovers that the quality of tutor feedback and the guidance on how to use tutor feedback students have received significantly encourages them to act on it and enhances their learning in general. These findings have two significant implications. First, instead of assuming that students are indifferent to their feedback and, consequently, failing to give them sufficient feedback, tutors should take time and make the effort to offer them useful feedback. Second, to increase student reactions to their feedback, they should give students advice on how to use it.
26 citations
TL;DR: In this paper, a group of final year students were involved in the design of the delivery and assessment strategy (flipped assessment) of the curriculum and noted a deep understanding of their self-selected topic by taking ownership of their learning and their assessment for learning within the bounded learning environment.
Abstract: Engaging students is a difficult task faced by all academics. Student engagement can be achieved by giving ownership of their learning back to the students and by carefully aligning the assessment methodology to the students’ learning and future employability. To promote learning ownership in this case study, a group of final year students were involved in the design of the delivery (‘flipped classroom’) and assessment strategy (‘flipped assessment’) of the curriculum. Upon reflection, students noted a deep understanding of their self-selected topic by taking ownership of their learning and their ‘assessment for learning’ within the bounded learning environment. Additionally, students enhanced their soft skills and developed proficiencies appropriate for future employment and lifelong learning.
21 citations
TL;DR: In this article, the authors report findings pertaining to 370 EL1 students and 88 instructors at both the graduate and undergraduate levels, which indicate a need to re-examine the divide often made in English for Academic Purposes (EAP) programmes regarding divergent needs of EAL versus EL1 learners as well as to determine whether the convergence of their needs can be considered when planning EAP courses or workshops, especially during challenging economic times, when priorities must be set in response to the rise of international EAL student enrolment in English-speaking countries.
Abstract: A research project designed to assess English-as-first-language (EL1) and English-as-an-additional-language (EAL) undergraduate and graduate students’ academic language-learning needs in the context of an academic language-support unit was conducted. This paper reports findings pertaining to 370 EL1 students and 88 instructors at the graduate and undergraduate levels. These participants responded to questionnaires, which requested them to rate the importance of academic language skills, to assess their own or their students’ skill status, and to respond to open-ended questions regarding their own or their students’ academic communication challenges. In addition to reporting EL1 students’ perceived needs and assessments of their skills, a comparison of findings between EL1 and EAL contexts is presented. Findings point to a match between instructors and students at both the graduate and undergraduate levels in their perceptions of important academic language skills, but a great divergence in their assessments of students’ competence in those skills. These findings indicate a need to re-examine the divide often made in English for Academic Purposes (EAP) programmes regarding divergent needs of EAL versus EL1 learners as well as to determine whether the convergence of their needs can be considered when planning EAP courses or workshops, especially during challenging economic times, when priorities must be set in response to the rise of international EAL student enrolment in English-speaking countries.
11 citations
TL;DR: This paper explored the role of humour in the classroom from a learning climate perspective, allowing for greater risk and spontaneity, arguing that humour research has previously focussed too much on positivist experimental approaches at one extreme and polemic anecdotal evidence at the other, and explore approaches useful to action researchers.
Abstract: The purpose of this study was to explore the role of humour in the classroom from a learning climate perspective, allowing for greater risk and spontaneity. A case study was devised in a UK primary school where the teacher would give humour top priority in planning, without any self-censoring or limitations placed on ideas of taste or appropriateness. Such an extreme situation was made possible by opt-in participation. Evaluation was by a mixed-methods approach, drawing on video analysis of laughter responses in the class, teacher observation, and student evaluations. Arguing that humour research has previously focussed too much on positivist experimental approaches at one extreme and polemic anecdotal evidence at the other, the study aimed to strike a balance and explore approaches useful to action researchers. The exploratory nature of the research was also posited on the idea that a case study in which humour use was exaggerated would help to provide a measure of transferability for practitioners wishing to experiment with humour. Humour used in the classroom is therefore categorised according to whether it is produced by the teacher or a student, related to the learning goal of the lesson, or if it could be considered potentially offensive. The results indicate that an overcautious approach can limit the effectiveness of humour in the classroom. Moreover, an element of edginess can contribute to a learning climate in which students and teachers both feel more excited by the lesson, engage in spontaneous generation of content-relevant humour, and express greater ratings for satisfaction, enjoyment and perceptions of learning. Appreciation and usefulness of humour in education is presented as both supported by, and a vehicle towards, a learning climate which rewards risk and spontaneity whilst at the same time encouraging an inclusive enjoyment of the learning experience.
8 citations
TL;DR: In this article, the authors highlight the potential risks to valid, informed consent inherent in the nature of pedagogic research itself; due to the dual roles mentioned above and the blurred boundaries between practice development and PR.
Abstract: Stierer & Antoniou (2004) have described Pedagogic Research (PR) as primarily teachers undertaking research into aspects of their own teaching and learning. Consequently, those undertaking PR often occupy dual roles of teacher and researcher. Likewise the subjects being studied are often the researcher’s own students and thus also occupying dual roles of student and participant. The purpose of this article is to highlight the potential risks to valid, informed consent inherent in the nature of pedagogic research itself; due to the dual roles mentioned above and the blurred boundaries between practice development and PR. Whilst inaccurate or incomplete information for decision making is an obvious risk to informed consent, the risks to voluntary participation can be more subtle. Reference is made to a documentary analysis of feedback provided to applicants by a research ethics committee reviewing pedagogic research. Whilst this is not a research report of that study, it provides empirical evidence to support the arguments made in this article. The article concludes that the greatest risk to valid informed consent is the lack of awareness among practitioner-researchers of the risks to voluntary participation this type of research holds. The author highlights the role for academic developers in highlighting these issues on professional development programmes. It is also recommended that a clear institutional position on when teacher/researchers need to apply for ethical approval could also be useful, particularly if flexibility is built in to allow for informal discussions with the Chair of the REC.
5 citations
4 citations
TL;DR: How the Food for thought series has been integrated within the Postgraduate Certificate in Academic Practice (PGCAP) and specifically the module Learning and Teaching in Higher Education (LTHE) to promote reflection on own practice and model the use of OER is focused on.
Abstract: The Food for thought series is an Open Educational Resource (OER) in video format created by teachers and students in Higher Education (HE) for the academic community. The series offers open bite-size just in-time initial and continuing professional development (CPD) opportunities for teachers in HE. Voices and perspectives from practitioners around the globe are shared and provide a broader perspective on learning and teaching. The series shows how OER can remove barriers to learning and professional development (Butcher, 2011) and be brought into mainstream teaching and the learning landscape in HE through academic development activities. The Food for thought series has been used systematically in a variety of academic development activities within the University of Salford and elsewhere. Within this paper, we focus on how the series has been integrated within the Postgraduate Certificate in Academic Practice (PGCAP) and specifically the module Learning and Teaching in Higher Education (LTHE) to promote reflection on own practice and model the use of OER. The evaluation of this integration is shared here. The impact of the Food for thought series on student learning and the role it played in raising awareness and use of OER are explored. Recommendations are made about how this series could potentially enable wider use, re-use and adaptation for local needs (Lane, 2012) within other professional development activities.
3 citations
TL;DR: This paper explores two pedagogical approaches of reflective learning in an undergraduate mental health nursing programme, with particular focus on developing the core attributes of self-awareness, empathy and compassion.
Abstract: Selecting the most effective methods of integrating reflective practice into undergraduate nursing programmes remains a challenge for educators. This paper explores two pedagogical approaches of reflective learning in an undergraduate mental health nursing programme, with particular focus on developing the core attributes of self-awareness, empathy and compassion. The discussion is explored within the context of nursing in Scotland, which is undergoing transformative change including adapting to an all degree route to nurse regisration. Seismic changes such as these are occurring at a time when the nursing profession generally, and nurses individually, face regular criticism for poor care and lack of compassion. This discussion paper will focus on the necessity of reflective pedagogy in undergraduate nursing programmes in which the expectation is to create both critically aware and insightful individuals who are able to function in a health care culture that is predominately resource poor, time orientated and outcome focused. Although centred on mental health nursing, the paper also comments on the transferability and relevance of the teaching and learning approach to other professions in which human engagement is the key focus. The competing tensions of reflective practice and economically driven health care organisations alongside the significant professional challenges of emotional competency of nursing are discussed. This provides a background to the exploration of the examples of reflective pedagogy that may also be applied to other health and social care professions.
2 citations
TL;DR: In this article, the authors investigate the learning styles and motives for study of students enrolled on an online distance learning professional doctorate program. And they find that the most important factors for study in this cohort of mature learners are intrinsic factors, with extrinsic factors being of low importance.
Abstract: Purpose: To investigate the learning styles and motives for study of students enrolled on an online distance learning professional doctorate programme. The data are required to ensure that both current and potential future programmes meet students’ needs and provide the best possible learning experiences. Methodology: All 66 current students enrolled on a UK professional doctorate programme were invited to participate in this online questionnaire-based study. Participants completed the 44-item Index of Learning Styles questionnaire to describe learning preferences along 4 dimensions; active-reflective, sensing-intuitive, visual-verbal and sequential-global. Fourteen subsequent items explored students’ motives for study in three areas; intrinsic factors, extrinsic factors and career-related factors. Potential differences in motives for study between UK and non-UK students were explored. Results: The cohort displayed balanced learning preferences along the active-reflective, sensing-intuitive and sequential-global dimensions, but a significant preference for visual learning was identified along the visual-verbal dimension. A moderate or strong preference for visual learning was identified in 79.2 % of respondents. Regarding the motives for study, intrinsic and career-related factors were most important, with extrinsic factors being poor motivators for respondents. No significant differences in motives for study were identified between UK and non-UK students. Discussion: Learning styles may be easily studied amongst distance learners, and has the potential to reveal preferences that educators should consider in their teaching activities. In line with some previously published work, intrinsic factors were the most important motives for study in this cohort of mature learners, with extrinsic factors being of low importance. No evidence was found to support the assertion that East Asian students are more likely to be affected by extrinsic push factors.
TL;DR: In this article, the authors look at the function of creative translation tasks for learners in the ELT classroom and advocate the effectiveness of using creative translation to develop the communicative competence of a language among the students at tertiary level.
Abstract: This article looks at the function of creative translation tasks for learners in the ELT classroom. It does not advocate the use of L1 (Language 1, first language, mother tongue) as a teaching tool, for classroom management, setting up activities, or for explaining new vocabulary but encourages the use of innovative translation tasks for developing language competence. The article starts by looking at benefits of creative translation as an aid to language learning. It then briefly reviews the current education system. It concludes with some creative translation tasks and observations on how to utilize them in the best possible ways. This paper advocates the effectiveness of using creative translation to develop the communicative competence of a language among the students at tertiary level. English dominates the world as no other language ever has in the world. There is a need to emphasize the conscious acquisition of English as a meaningful system and a creative process. When there is a need there is an urge of finding various mediums to satisfy that need, now this medium should be such as it not only helps in learning a language but also develops competency of the learner. Thus, one of the effective and fairly possible fundamentals of learning a new language is translation. Translation is desirable as it does not undermine the adult learners’ confidence. This paper thus, aims at the development of communicative competence, enabling the learners to discuss the cultures they encounter while translating and eventually helps the learners in deepening their sensitivity to language through heightening their critical ability and creative power. The tasks on translation helps learners make use of the English language while communicating with each other in more realistic situations than what generally happens in the classrooms. They get aware of different cultures while discussing different languages. Thus, translation becomes an intellectually challenging process.
TL;DR: In this article, the authors describe work in progress to modernise the initial training arrangements for the career guidance profession in Scotland, initiated by the University of the West of Scotland, the Quality Assurance Agency benchmark for the subject is under review.
Abstract: This paper describes work in progress to modernise the initial training arrangements for the career guidance profession in Scotland. In a process initiated by the University of the West of Scotland, the Quality Assurance Agency benchmark for the subject is under review. The outcomes of the process may have implications for the training of career advisers and guidance practitioners across the UK.
TL;DR: In this paper, the emerging nature of scholarship in a TAFE institute offering higher education programs is examined, and the authors report on an analysis of regulatory and quality assurance documentation, which begins to formalise the notion of "scholarship" in VET.
Abstract: A recent trend in Australian education is the diversification of programme delivery outside institutions’ traditional sector of education, including delivery of bachelor degrees by some public vocational education and training institutions (known in Australia as technical and further education, or TAFE, institutes). The delivery of higher education programmes in non-traditional providers, such as TAFE institutes, has created significant challenges for teachers working in these settings. They work within a vocational education and training (VET) culture but confront the regulatory frameworks demanded of higher education providers. Scholarship is a particularly problematic issue because it has not been an expectation in VET providers but is a key feature in higher education. This article examines the emerging nature of scholarship in a TAFE institute offering higher education programmes. We report on an analysis of regulatory and quality assurance documentation, which begins to formalise the notion of ‘scholarship’ in VET. We then compare this emerging official definition with higher education TAFE teachers’ experience of scholarship using interviews. We argue that higher education teachers and their TAFE institutes are forming distinctive hybrid scholarly cultures and practices as they take on external expectations and navigate through existing orientations to industry, educational commitments to teaching and the absence of scholarly structures and values in TAFE.
TL;DR: A survey on technological preconditions (e-readiness) prior to introducing more technology to community language classes at a large UK university showed that almost all students were extremely e-ready in regard to physical access to computers and competence with basic word processing applications.
Abstract: Are students at community language classes ready to use more technology for their learning? Although research into the use of technology in many language learning settings is widespread, the particular needs of the diverse body of community classes which are open to all have received little attention. This article reports on a survey on technological preconditions (e-readiness) prior to introducing more technology to community language classes at a large UK university. Results showed that almost all students were extremely e-ready in regard to physical access to computers and competence with basic word processing applications. However, only 50% used more sophisticated applications, such as chat, discussions or gaming. 66% regularly updated their computer skills and were very motivated and confident computer users. There was a strong interest (over 90%) in the introduction of more computer-based resources for language learning. The introduction of blended learning was of interest to 75% of learners. Older participants, and those not in the labour force, displayed a lower degree of e-readiness, particularly regarding their skills and confidence. They were also slightly less interested in the introduction of online resources. Women displayed less confidence than men. Implications for the introduction and choice of technologies for community language learners are discussed.
TL;DR: In this article, the authors evaluate the effectiveness of two teaching and learning interventions developed by linking creativity research, adaptation studies, and scholarship of teaching and Learning (SoTL), and evaluate the interventions by examining data collected from pre and post-course questionnaires and group interviews to determine how the participants experienced them.
Abstract: This study evaluates a pilot project which attempts to use research on ‘adaptive dramaturgy’ to equip students with creative and collaborative skills. Long dismissed as a form of derivative copying, adaptation is now increasingly understood not in opposition to creativity but as its basis. This paper evaluates the effectiveness of two teaching and learning interventions developed by linking creativity research, adaptation studies, and scholarship of teaching and learning (SoTL). Both interventions use strategies identified in research on ‘adaptive dramaturgy’ as the basis of group learning projects that facilitate creative and collaborative skills. The author postulated that using adaptation to solve creative and critical problems would help students recognise creativity as a set of skills they could learn and master, not an innate or inscrutable ‘talent’. This study evaluates the interventions by examining data collected from pre- and post-course questionnaires and group interviews to determine how the participants experienced them. In addition to presenting evidence about the efficacy of the interventions (and their potential for adaptability to other contexts and disciplines), this study provides a model for tackling a problem familiar to scholars across disciplines: how to make specialised disciplinary research both accessible and useful to students seeking general, transferable skills.
TL;DR: In this paper, the ideological role of the software program PowerPoint for note taking in the current classroom, placing attention on how and why students are now photographing slides with smart phones.
Abstract: Many areas of teaching and learning have been transformed through digitisation. The mobility of content and the capacity to cut and paste text has saved time for students and teachers. However, the impact on note taking as a mode of information management is under-researched. This article explores the ideological role of the software programme PowerPoint for note taking in the current classroom, placing attention on how and why students are now photographing slides with smart phones. The consequences of this disintermediation in information management are assessed alongside the best use of PowerPoint to enable the development of visual literacy rather than the deskilling of teaching and learning.
TL;DR: The authors suggests that teaching students to paraphrase can have a negative effect on their ability to use sources in writing, and suggests that paraphrasing can have negative effects on the ability of using sources in their writing.
Abstract: An opinion piece that suggests teaching students to paraphrase can have a negative effect on their ability to use sources in writing