scholarly journals Team-taught vs sole-taught anatomy practical classes: Enhancing the student learning experience

2021 ◽  
Vol 18 (3) ◽  
pp. 30-48
Author(s):  
Laura Y. Whitburn ◽  
◽  
Meg Colasante ◽  
Heath McGowan ◽  
Diane L. Hughes ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Human Anatomy ◽  
Student Diversity ◽  
Teaching Staff ◽  
Multiple Perspectives ◽  
Student Interactions ◽  
Allied Health Students ◽  
Teacher Student ◽  
Parametric Testing

Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the teamtaught format: Improved student learning experience; Diverse perspectives; Demonstrator characteristics (Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.

Learning communities: an untapped sustainable competitive advantage for higher education

2006 ◽  
Vol 20 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Shane Dawson ◽  
Bruce Burnett ◽  
Mark O'Donohue
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Higher Education Policy ◽  
Learning Experience ◽  
Performance Standards ◽  
Measurement Tool ◽  
Teaching Staff ◽  
Sustainable Competitive Advantage ◽  
Content Type ◽  
And Performance

PurposeThis paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience.Design/methodology/approachLiterature regarding contemporary Australian higher education policy and community development is critiqued to illustrate the need for universities to adopt scaleable quantitative measures to evaluate stated strategic imperatives and establish organisational benchmarks. The integration of organisational benchmarks guides the implementation of future practices designed to enhance the student learning experience. A current active exemplar methodology is discussed to demonstrate applicability to both higher education administrators and teaching staff across the various organisation levels.FindingsWhile universities are promoting and investing in the concept of community to enhance the student learning experience there are as yet, limited scaleable evaluative measures and performance indicators to guide practitioners. This paper proposes an effective measurement tool to benchmark current pedagogical performance standards and monitor the progress and achievement of future implemented practices designed to enhance the sense of community experienced by the student cohort.Originality/valueThis paper identifies and addresses the current absence of effective scaleable evaluative measures to assess the achievement of stated strategic imperatives implemented as a consequence of reducing government financial support, increasing accountability, and increasing student expectations as result of educational consumerism.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

scholarly journals Authentic Student Laboratory Classes in Science Education

2018 ◽  
Author(s):  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Student Interactions ◽  
Minimum Requirement ◽  
Teacher Student ◽  
Laboratory Class ◽  
Hands On ◽  
Science Laboratories ◽  
Industry Engagement ◽  
Student Laboratory ◽  
Laboratory Experiences

The traditional hands-on nature in science laboratory classes creates a sense of immediacy and presence of authenticity in such learning experiences. The handling of physical objects in a laboratory class and the immediate responses provided by the experiments are certainly real-live observations, yet may be far from instilling an authentic learning experience in students. This paper explores the presence of authenticity in hands-on laboratory classes in introductory science laboratories. With our own laboratory program as backdrop we introduce four general types of hands-on laboratory experiences and assign degrees of authenticity according the processes and student engagement associated with them. In that course, we present a newly developed type of hands-on experiment which takes a somewhat different view of the concept of hands-on in a laboratory class. A proxemics-based study of teacher-student interactions in the hands-on laboratory classes presents us with some insights into the design of the different types of laboratory classes and the pedagogical presumptions we made. A step-by-step guide on how to embed industry engagement in the curriculum and the design of an authentic laboratory program is presented to highlight some minimum requirement for the sustainability of such program and pitfalls to avoid.

scholarly journals Honouring Roles: The Story of a Principal and a Student

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Jerome Cranston
Keyword(s):  
Student Success ◽  
Lived Experience ◽  
Principal Leadership ◽  
Educational Practice ◽  
Teaching Staff ◽  
Student Interactions ◽  
Teacher Student ◽  
Inquiry Approach ◽  
Student Relationship ◽  
The Individual

The importance of the teacher-student relationship in educational practice is well established, as is the idea of principal leadership in relationship to staff. Even though principal leadership is regarded as a factor in student success, the principal’s effect is usually assumed to take place via the teaching staff. There is an absence of research about the “lived experience” of direct principal-student relationships that shed lights on the ways in which these relationships play a role in student success and principal transformation. This paper presents two narratives written about a particular set of principal-student interactions experienced by the researcher (principal) and participant (student).  The analysis uses a narrative inquiry approach to explore both the individual and collective meanings of this principal-student relationship. The stories and their derived meanings have the potential to enliven and  influence educational practice as they explore the subtleties of the principal-student relationship.

scholarly journals Authentic Student Laboratory Classes in Science Education

2018 ◽  
Author(s):  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Student Interactions ◽  
Minimum Requirement ◽  
Teacher Student ◽  
Laboratory Class ◽  
Hands On ◽  
Science Laboratories ◽  
Industry Engagement ◽  
Student Laboratory ◽  
Laboratory Experiences

The traditional hands-on nature in science laboratory classes creates a sense of immediacy and a presence of authenticity in such learning experiences. The handling of physical objects in a laboratory class, and the immediate responses provided by these experiments, are certainly real-live observations, yet may be far from instilling an authentic learning experience in students. This paper explores the presence of authenticity in hands-on laboratory classes in introductory science laboratories. With our own laboratory program as a backdrop we introduce four general types of hands-on laboratory experiences and assign degrees of authenticity according the processes and student engagement associated with them. We present a newly developed type of hands-on experiment which takes a somewhat different view of the concept of hands-on in a laboratory class. A proxemics-based study of teacher-student interactions in the hands-on laboratory classes presents us with some insights into the design of the different types of laboratory classes and the pedagogical presumptions we made. A step-by-step guide on how to embed industry engagement in the curriculum and the design of an authentic laboratory program is presented to highlight some minimum requirement for the sustainability of such program and pitfalls to avoid.

scholarly journals Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy

2021 ◽  
Vol 13 (22) ◽  
pp. 12642
Author(s):  
Murod Ismailov ◽  
Thomas K. F. Chiu ◽  
Julie Dearden ◽  
Yukiko Yamamoto ◽  
Nigora Djalilova
Keyword(s):  
Large Scale ◽  
Teaching Staff ◽  
University Administrators ◽  
Student Interactions ◽  
Course Content ◽  
Thematic Synthesis ◽  
Teacher Student ◽  
English Medium Instruction ◽  
English Speaking ◽  
Critical Appraisal Skills

As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform policy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.

Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children

2017 ◽  
Vol 16 (2) ◽  
pp. 178-192
Author(s):  
Bee Leng Chua ◽  
Oon-Seng Tan ◽  
Paulina Sock Wah Chng
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Young Children ◽  
Learning Experience ◽  
Mediated Learning ◽  
Student Interactions ◽  
Teacher Student ◽  
Cognitive Modifiability ◽  
The Individual ◽  
Mediated Learning Experience

Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.

Teacher–Student Interactions

2015 ◽  
Vol 3 (1) ◽  
pp. 98-105 ◽  
Author(s):  
Robert C. Pianta
Keyword(s):  
Student Learning ◽  
Scientific Work ◽  
Policy Action ◽  
Student Interactions ◽  
Teacher Student ◽  
Developmental Neuroscience ◽  
Teacher Student Interactions ◽  
Contemporary Work ◽  
Improving Student Learning ◽  
Experimental Trials

An increasingly robust science of classroom processes identifies teacher–student interactions as a key asset for improving student learning and development. Observational methods to assess interactions are proving useful in both research and application, used as the basis for professional development models, specifically coaching, that improve both interactions and student learning, as shown in experimental trials. Existing research shows promise for conceptualizing, measuring, and improving teachers’ interactions with students, but a number of gaps remain. The science needs to be extended, with more replication across grades and contexts. Also, the science needs to link to contemporary work in developmental neuroscience and physiology. Investments in that scientific work will pay off in future years; however, enough is known currently to take policy action, at state and federal levels, pertaining to teacher performance assessment, accountability, and teacher preparation.

Student Resistance

2017 ◽  
pp. 30-53
Keyword(s):  
Learning Experience ◽  
Student Resistance ◽  
School Policies ◽  
Student Interactions ◽  
Holistic Learning ◽  
Classroom Norms ◽  
Teacher Student ◽  
Teacher Bullying ◽  
Teacher Student Interactions ◽  
The Impact

Students are both producers and consumers of persuasion in the classroom. As message producers they enact compliance-seeking strategies to persuade teachers to comply with their requests, but as consumers of persuasion they receive requests from teachers that they may or may not follow. Students enact a variety of strategies to resist complying with teachers' requests, classroom norms, and school policies. This chapter explores the various motivators and consequences of students resisting compliance in the classroom and how these behaviors result in incivility, misbehaviors, annoyances, distractions, disrespect, and even student-to-teacher bullying. The chapter further considers the impact student resistance has on teacher-student interactions and the holistic learning experience.

scholarly journals Peer-pairing sessional staff in a large first year Science unit as a form of supportive academic development

2020 ◽  
Vol 17 (1) ◽  
pp. 4-22
Author(s):  
Tricia Wevill ◽  
◽  
Julia Savage ◽  
Keyword(s):  
Classroom Management ◽  
Effective Means ◽  
Teaching Experience ◽  
Teaching Staff ◽  
First Year ◽  
Student Interactions ◽  
Teacher Student ◽  
University Life ◽  
Context Specific ◽  
Science Subject

This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching skills and capacities. Irrespective of the level of teaching experience, all sessional teaching staff rated the pairings as very beneficial to extremely beneficial for support with subject content. Lesser-experienced peers also found the pairings to be very beneficial to extremely beneficial for developing classroom management and student interaction techniques. This evaluation of peer-pairing in a large first-year science subject demonstrates the strategy can be an effective means of providing teaching development opportunities for sessional teaching staff, and facilitates particular teacher-student interactions to engage students in discipline-based discourse about their learning and their transition to university life

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