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Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023

Journal on Empowering Teaching Excellence

The full-length Fall 2023 issue (Volume 7, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2023 issue presents research and guidance on topics related to educational adaptation. The first article by C. Farrell describes an adaptation of the interteaching method to the hybrid delivery method. The second article by C. C. Loose and R. Jagielo-Manion describes a study of modules on personalized learning to preservice teachers and its impact on their comfort level and preparation to implement personalized learning in their classrooms. The third article by B. …

Teaching And Assessing With Taxonomies, Tony Shannon

International Journal for Business Education

The development of taxonomies which articulate learning outcomes are necessary to disconnect the silos among educators, employers and learners (Mathews, 2019; Uranis et al.) What are taxonomies? A taxonomy is a systematic classification of objects. Why do they matter? Without systematic classification and coding it is difficult to compare or combine objects. How are they relevant to teaching and learning? In the years after the Second World War, educational psychologists saw the progress made in the biological sciences with taxonomies and started to apply them in education. Among the first to appear in the mid-50s was the work of Bloom.

A 5-Week Personalized Training Workshop To Assess And Evaluate Faculty Members Teaching Online, Felix O. Quayson, Christopher Zirkle

Journal of Research Initiatives

The authors developed the Skills of Inquiry (SoI) model accompanied by a logic model to assess and evaluate faculty members teaching online. The Skills of Inquiry is based on faculty members’ abilities to understand the online environments, skills development pertaining to online teaching, and acquisition of specific online skills. The Skills of Inquiry model was used to personalize a 5-week workshop training and development module specifically for faculty members teaching online. The training workshop is effective in training faculty members to acquire specific online teaching skills through customized and individualized professional development learning. The training is a self-paced asynchronous online …

Ungrading An Online Counseling Course, Leah K. Clarke

Journal of Technology in Counselor Education and Supervision

Ungrading, or alternative assessment, is an educational practice that is growing in use and can be effective in online counselor education. Alternative assessment aligns with social justice, competency-based, and community of learning educational philosophies. Assessment that is meaningful for teachers and learners can increase engagement, openness to feedback, and intrinsic motivation for counselors-in-training. A counselor educator describes how one online course was ungraded.

Examinees’ Affective Preference For Online Speaking Assessment: Synchronous Vs Asynchronous, Yuxiao Du, Fangzheng Zhang

Chinese Language Teaching Methodology and Technology

With technological advancement and the COVID pandemic, online speaking assessment is increasingly used in language teaching. Two modes are developed: online synchronous testing (direct human-to-human interview) and online asynchronous testing (semi-direct human-to-machine interview). Ample literature has explored how each of the two online modes differs from traditional face-to-face speaking assessments. However, few studies have investigated the differences between the two modes, especially in terms of examinees’ affective preferences. This study, therefore, compares the extent to which each mode is accepted and favored by test takers and explores why such an affective preference emerges. The participants are 46 college students enrolled …

My First Time Ungrading: Approach Used And Reflections, Heather Leslie

Feminist Pedagogy

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …

Fa 2020 About This Issue: The Power In Slowing Down

Journal on Empowering Teaching Excellence

Whether it be videotaping, guided classroom conversations, lecture-based, or written, feedback is the backbone of educational excellence. We use it to mentor beginning undergraduates, writers, readers, explorers, and experimenters. And, if we are thoughtful, feedback becomes a loop by which we slow down learning, we engage reading, writing and exploring, and we collaborate our way to becoming better.

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2

Journal on Empowering Teaching Excellence

The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.

An Explorative Case-Study Of The Use Of Peerwise To Foster Student Centred, And Peer Supported, Learning In A First-Year Business Module, Anna Dynan, Barry J. Ryan

Irish Business Journal

Peer based learning is not a new concept in business studies in higher education; however, the integration of technology enabled and asynchronous peer learning has limited reported use and even less evidence based evaluation. In this explorative case study, the online tool PeerWise was used to scaffold and support an asynchronous peer-learning environment for a group of 212 first year business studies students. Students were required to create, answer and rate multiple choice questions on topics aligned to their curriculum within the peer constructed PeerWise question database. While there was no statistically significant correlation between PeerWise engagement and final module …

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …

Down The Rabbit Hole: An Initial Typology Of Issues Around The Development Of Moocs, Apostolos Koutropoulos, Panagiotis Zaharias

Current Issues in Emerging eLearning

MOOCs have experienced an unprecedented explosion of publicity. This publicity indicates both optimism that they may be the panacea for whatever ails higher education, as well as caution and trepidation that this may in-fact be some sort of new fad in higher education. In this wave of optimism, and subsequent wave of pessimism, we believe that there is something good to examine about MOOCs and that they do hold potential for certain educational arenas. That said, we don’t want to blindly dive into the MOOC optimism camp. We have critically examined the literature, from both academic peer-reviewed and academic press …

Managing A Ripple In The New Wave Of Education Initiatives: Validity Of Assessment, Judson C. Faurer

Mountain Plains Journal of Business and Technology

With the increased attention to, and interest in, Distance Education/Online courses by academic institutions, students, and faculty, there is a concomitant increase in the difficulty of assessing the integrity of the assignments produced by students. Academic institutions see the opportunity for increased enrollment without an increase in campus facilities. Students appreciate the flexibility in scheduling and the self-paced opportunity while faculty may have mixed feeling about the drawn out interaction with and between students and the lack of assurance that assignments submitted are truly the work of the respective student. Personal experience and discussion with students and other faculty validates …