scholarly journals Integrating inquiry-based learning into the Academic Literacy course to enhance student learning

2018 ◽  
Vol 2 (2) ◽  
pp. 37
Author(s):  
Nomakhaya Fidelia Mashiyi
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Academic Literacy ◽  
Academic Literacies ◽  
Conceptions Of Learning ◽  
Inquiry Based Learning ◽  
Creative Commons ◽  
Literacy Course ◽  
Enhance Student Learning

In this paper, integrating inquiry-based learning (IBL) into an Academic Literacy (AL) course is examined in terms of student perceptions and experience. The study used a questionnaire to establish student perceptions and experiences of the intervention. The findings indicate that integration of IBL into Academic Literacy content could provide rich potential for promoting student engagement, and developing academic literacies, basic inquiry skills and higher-order skills. However, these benefits can only accrue if a programme-wide approach is adopted and there is collaboration between Academic Literacy lecturers and discipline experts. The findings also reveal that student identities, conceptions of learning, conceptualisations of AL, and the disciplinary context in which the IBL is incorporated into AL, all influence the success of the intervention. The study concludes that context is a key factor in the implementation of guided IBL at undergraduate level. Academic Literacy practitioners and subject specialists need to synergise their efforts and work collaboratively to achieve the learning objectives of guided IBL within AL.   How to cite this article:MASHIYI, Nomakhaya. Integrating inquiry-based learning into the Academic Literacy course to enhance student learning. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 37-52, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=33&path%5B%5D=32   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Can virtual seminars be used cost-effectively to enhance student learning?

2011 ◽  
Vol 9 (3) ◽  
Author(s):  
Peter Halfpenny ◽  
Sonja Wellings
Keyword(s):  
Student Learning ◽  
Direct Contact ◽  
Teaching And Learning ◽  
Active Participation ◽  
University Student ◽  
The Past ◽  
Learning Practices ◽  
Evaluation Of Teaching ◽  
Student Ratios ◽  
Enhance Student Learning

With the expansion of university student numbers over the past decade, deteriorating staiT-student ratios have necessitated a re-evaluation of teaching and learning practices. In general, the amount of direct contact between staff and students has diminished. Lecture audiences have grown larger and there is less opportunity within or immediately after lectures for interaction between students and lecturers. Seminars, classes and tutorials have also grown and they often have fifteen or more students in them, allowing on average only four minutes or fewer of active participation by each member over the course of an hour'sDOI:10.1080/0968776010090305 

scholarly journals Transforming information literacy conversations to enhance student learning: new curriculum dialogues

2012 ◽  
Vol 9 (3) ◽  
pp. 32-46
Author(s):  
Fiona A. Salisbury ◽  
◽  
Sharon Karasmanis ◽  
Tracy Robertson ◽  
Jenny Corbin ◽  
...  
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Generic Skills ◽  
Communication Processes ◽  
Academic Information ◽  
Literacy Resources ◽  
Learning Conversations ◽  
Enhance Student Learning

Information literacy is an essential component of the La Trobe University inquiry/research graduate capability and it provides the skill set needed for students to take their first steps on the path to engaging with academic information and scholarly communication processes. A deep learning approach to information literacy can be achieved if students have an opportunity to build awareness of generic skills followed by practice in their discipline context. This article describes a collaborative model for developing and embedding information literacy resources within disciplines, that is based on Biggs and Tang's (2007) concept of constructive alignment, and that is suitable for implementation on an institutional scale. The article explores the application of the model through interviews with academics and concludes by providing a set of reflections on the importance of librarians taking an educationally theorised approach to both teaching and learning conversations related to information literacy and to the development of curriculum resources. All of which, need to be focused on collecting evidence of student learning outcomes.

scholarly journals Understanding  the  Congruence  Between  Teacher  Intention  and  Student  Learning  Outcome

2021 ◽  
Author(s):  
◽  
Perry Rush
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Learning Outcome ◽  
Teacher Belief ◽  
Conceptions Of Learning ◽  
Student Learning Outcome ◽  
Teachers And Students ◽  
Task Perception ◽  
The Impact

<p>Research into what takes place between the instructional intent of a teaching act and students’ experience of the same act is central to better understanding teaching and learning. In this case study, individual teacher and student interviews, qualitative observation and textual analysis were used to compare teacher intention with student learning outcome, to judge congruence between the two. The study, in a large urban primary school, focused on two classrooms of students from 9-­‐13 years old. Congruence between teacher intention and student learning outcome, was examined over five consecutive lessons that aimed to achieve a particular outcome. It was found that teachers’ and students’ explanatory context was influential. In particular, the alignment between conceptions of learning informing teacher intention and task was significant. Where the conceptions aligned, there was greater congruence. Where there was a disjuncture, congruence was compromised. In addition teacher knowledge of curriculum content, the pervasiveness of task perception and the impact of outcome space was material. The study highlights an opportunity for further research into the congruence between teacher intention and student learning outcome where deep conceptions of learning inform instructional intent and into the impact of teacher belief systems on the conceptions of learning held.</p>

scholarly journals Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT)

2015 ◽  
Author(s):  
Heather Conboy ◽  
Sukhtinder Kaur ◽  
Julie Lowe ◽  
Ian Pettit ◽  
Rob Weale
Keyword(s):  
Student Learning ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Effective Practices ◽  
Digital Literacies ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Enhance Student Learning

In 2011 the Centre for Enhancing Learning through Technology (CELT) was established at De Montfort University (DMU). The aim of the Centre is to work with staff and students to transform their learning and teaching experiences through the situated use of technologies (CELT, 2013). This case study offers an overview of the ways in which the CELT seeks to realise its vision in relation to the use of digital technologies for enhancing teaching and learning. In particular it seeks to ‘bridge the gap’ between digital ‘know how’ and the effective pedagogic implementation of digital technology as part of a curriculum. Key elements of the CELT strategy, and its ‘on the ground’ approaches to catalysing engagement and driving innovation in the use of digital technologies for teaching and learning will be detailed. This will include a series of examples of staff developmental projects that have sought to enhance student learning through the use of digital technologies. It is hoped that the case study will be of value in terms of highlighting effective practices and broader strategic approaches that may inform other practitioners who are interested in the use digital technologies for enhancing teaching and learning.

scholarly journals Partners in a changing dance: embedding academic literacies in unit and course curricula

2019 ◽  
Author(s):  
Linda Carol Thies ◽  
Viola Rosario
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Academic Literacy ◽  
Academic Literacies ◽  
Australian Government ◽  
Government Response ◽  
Commonwealth Government ◽  
Curriculum Renewal ◽  
Australian Universities

This paper presents a two-part case study that used the seminal Lea and Street (1998) paper on academic literacies to inform ways of working collaboratively with a range of partners on embedding the development of academic literacies in course curricula. The two projects that make up the case study were funded by an Australian Government response to a greater linguistic, social and cultural diversity of students enrolling in Australian universities (Australian Commonwealth Government, 2009a). Both projects focused on the development of curricula in selected professional courses in order to increase students’ awareness of the requirements of their chosen discipline, and ensure that they acquire the academic literacies needed to succeed in their area of study. What differed is the combinations of project partners and the nature of the partnerships. The case study presents the collaborative work of numerous project partners including Language and Learning Advisers (LLAs) and Subject Lecturers (SLs) in first identifying and defining academic literacies relevant to each course, and then implementing different teaching and learning practices to integrate the development of academic literacies in course curricula. Using the analogy of an ever-changing dance, the paper suggests that the degree of success and the sustainability of curriculum renewal projects depends on numerous interrelated factors, and that it may not be possible to enact academic literacy development by following set dance steps. Awareness, sensitivity and flexibility are important in bringing the dance to life.

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

2008 APSA Teaching and Learning Track Summaries—Track Ten: Teaching Across the Discipline

2008 ◽  
Vol 41 (03) ◽  
pp. 624-625
Author(s):  
Helen Boutrous ◽  
Cynthia Unmack
Keyword(s):  
Student Learning ◽  
Political Science ◽  
Learning Process ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Political Issues ◽  
Civic Leaders ◽  
Knowing That ◽  
Innovative Techniques ◽  
Enhance Student Learning

The Teaching Across the Discipline track explored the ways in which political scientists can enhance student learning through innovative techniques that connect political science to other academic disciplines and co-curricular activities. Participants in the discussion agreed that using such techniques require instructors willing to take a risk. That risk, which may involve borrowing from other disciplines, sharing power with students in the classroom, requiring students to engage with civic leaders, pitting students in debate and competition with each other, and recognizing that political science does not exist in a vacuum, can have great rewards for students and faculty alike. Those rewards include students' true engagement in the learning process and with it enlightenment on political issues and theories; and for professors, the satisfaction of knowing that they have helped to bring their students “out of the cave.”

scholarly journals Age-Friendly Teaching and Learning: New Roles for Older Adults Across the Curriculum

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 547-547
Author(s):  
Kimberly Farah ◽  
Joann Montepare
Keyword(s):  
Older Adults ◽  
Student Learning ◽  
Teaching And Learning ◽  
Healthy Aging ◽  
Oral Communication ◽  
Learning Goals ◽  
Educational Goals ◽  
Educational Activities ◽  
Older Learners ◽  
Enhance Student Learning

Abstract The pioneering Age-Friendly University (AFU) framework, with its set of ten guiding principles, advocates for enabling older adults to participate fully in educational activities that promote positive and healthy aging. In addition, the AFU principles call attention to bringing younger and older learners together around educational goals, and engaging learners in collaborative classroom experiences that facilitate the reciprocal sharing of expertise between learners of all ages. Implied, but not articulated, in these principles is the idea that older adults’ expertise, skills, and talents can also be tapped to support classroom learning goals and extend teaching strategies. This presentation will show how older adults can serve as valuable educational allies in classrooms across the curriculum with examples of crime scenario developers in a forensics class, conversation partners in an international oral communication class, and professional interviewers in an internship skills class. Evidence will argue that these roles enhance student learning.

Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

2020 ◽  
pp. 1575-1595
Author(s):  
Lourdes Guàrdia ◽  
Geoffrey Crisp ◽  
Ivan Alsina
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Research Perspective ◽  
Assessment Activity ◽  
Information And Communication ◽  
Enhance Student Learning

This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.

scholarly journals Practice makes perfect: a WID approach for Human Resource Management Honours students at a South African university

2018 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Laura Arnold
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
South African ◽  
Human Resource ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Research Report ◽  
Academic Literacies ◽  
Postgraduate Students ◽  
Creative Commons

Little is known about how postgraduate students should be taught to write in their discipline. This research explores how a research preparation module supported Human Resource Management Honours students to write their research reports at a South African university. The module incorporated a ‘Writing in the Disciplines’ (WID) approach, because students, who worked in groups, wrote a series of developmental assignments marked according to rubrics that made the conventions of the report explicit. Many of the developmental assignments were rewritten as components of the research report. In order to determine if rewriting the assignments improved the students’ writing, the assignments from four groups were evaluated against the students’ rubrics. The redrafted assignments met more of the criteria in the marking rubrics. Since all group members spoke English as an additional language, this approach might benefit postgraduate students in similar contexts. The findings suggest that academic staff who want to offer developmental assignments prior to the submission of a larger research text should ensure that students are supported in two ways. Firstly, the design of the assignments should provide students with the opportunity to practice writing all the components of the larger piece of research writing. Secondly, supervisors and academic literacies practitioners should collaborate more effectively so that they can use what they learn from each other to better support students to write for their disciplines. How to cite this article: ARNOLD, Laura. Practice makes perfect: a WID approach for Human Resource Management Honours students at a South African university. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 42-59, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=25   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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