Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 17 of 17

Full-Text Articles in Education

Accompagner Et Évaluer Le Stagiaire Dans La Réalisation De Liens Entre Les Savoirs Théoriques, Didactiques, Pédagogiques Et Expérientiels : Le Point De Vue D’Enseignants Associés Et De Superviseurs Universitaires Sur L’Apport Du Eportfolio Chez Le Stagiaire, Nicole Monney, Nadia Cody, Roxanne Labrecque, Carolinne Boisvert Dec 2018

Accompagner Et Évaluer Le Stagiaire Dans La Réalisation De Liens Entre Les Savoirs Théoriques, Didactiques, Pédagogiques Et Expérientiels : Le Point De Vue D’Enseignants Associés Et De Superviseurs Universitaires Sur L’Apport Du Eportfolio Chez Le Stagiaire, Nicole Monney, Nadia Cody, Roxanne Labrecque, Carolinne Boisvert

The Canadian Journal for the Scholarship of Teaching and Learning

Une des grandes orientations de la formation des enseignants au Québec est la professionnalisation (Gouvernement du Québec, 2001). Afin de favoriser cette professionnalisation, il est essentiel de construire la structure de formation à partir de l’analyse réflexive en milieu réel (Perrenoud, 2001), et ce, en mobilisant un ensemble de ressources dont les savoirs théoriques et les savoirs pratiques (Perrenoud, 1998). Ainsi, les étudiants entrent dans un processus de développement professionnel, à savoir un processus de changement et de transformation (Uwamariya & Mukamurera, 2005) soutenu par la pratique réflexive (Buysse & Vanhulle, 2009). Depuis 2014, une équipe de chercheures de l’Université du Québec à Chicoutimi expérimente l’implantation du ePortfolio dans le cadre des stages. Cet article présente l’analyse des points de vue de superviseurs universitaires (SU) et d’enseignants associés (EA) sur : 1) les liens réalisés entre les cours et les stages par le biais du ePortfolio; 2) l’accompagnement offert par le SU et l’EA pour faciliter la réflexion autour des liens et; 3 ...


Turnitin® Use At A Canadian University, Christine Zaza, Amanda Mckenzie Sep 2018

Turnitin® Use At A Canadian University, Christine Zaza, Amanda Mckenzie

The Canadian Journal for the Scholarship of Teaching and Learning

While the text-matching tool, Turnitin®, has traditionally been used to deter and detect plagiarism, more recently, instructors have started to use this tool for formative self-assessment. To describe Turnitin®’s use in practice and to explore perceptions of this tool, we surveyed 940 students, teaching assistants, and instructors at a Canadian university. Our findings indicate that Turnitin® was more commonly used for plagiarism detection than for formative self-assessment. The majority of respondents had positive views of Turnitin®, and 70% of students stated that they had no concerns about using this tool. Despite these positive findings, content analysis of open-ended responses ...


Performance, Preference, And Perception In Experiential Learning Assessment, Jay R. Wilson, Thomas T. Yates, Kendra Purton Sep 2018

Performance, Preference, And Perception In Experiential Learning Assessment, Jay R. Wilson, Thomas T. Yates, Kendra Purton

The Canadian Journal for the Scholarship of Teaching and Learning

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The ...


Investigating The Relationship Between Residence Learning Community Participation And Student Academic Outcomes In A Canadian Institution, Justine O. Hobbins, Mildred Eisenbach, Kerry L. Ritchie, Shoshanah Jacobs Sep 2018

Investigating The Relationship Between Residence Learning Community Participation And Student Academic Outcomes In A Canadian Institution, Justine O. Hobbins, Mildred Eisenbach, Kerry L. Ritchie, Shoshanah Jacobs

The Canadian Journal for the Scholarship of Teaching and Learning

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is non-existent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18 ...


Using Appreciative Inquiry To Understand The Role Of Teaching Practices In Student Well-Being At A Research-Intensive University, Kathleen Lane, Minnie Y. Teng, Steven J. Barnes, Katherine Moore, Karen Smith, Michael Lee Sep 2018

Using Appreciative Inquiry To Understand The Role Of Teaching Practices In Student Well-Being At A Research-Intensive University, Kathleen Lane, Minnie Y. Teng, Steven J. Barnes, Katherine Moore, Karen Smith, Michael Lee

The Canadian Journal for the Scholarship of Teaching and Learning

Appreciative inquiry (a research approach comprising four stages: Discovery, Dream, Design, and Destiny) was used at a research-intensive university to investigate which teaching practices positively influence student well-being (i.e., their health and quality of life). In a survey, undergraduate students were asked to select the teaching practices they believed best supported their well-being. Focus groups also were conducted, with: (1) students, and (2) instructors identified by students as using teaching practices that supported their well-being. Mixed-methods data-analyses subsequently were used to identify instructional strategies that support student well-being.

L’enquête appréciative (une approche de recherche qui comprend quatre étapes ...


Self-Regulation And “Time Off”: Evaluations And Reflections On The Development Of A Blended Course, Natalie Spadafora, Zopito Marini Apr 2018

Self-Regulation And “Time Off”: Evaluations And Reflections On The Development Of A Blended Course, Natalie Spadafora, Zopito Marini

The Canadian Journal for the Scholarship of Teaching and Learning

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year ...


Navigating The Tensions Of Innovative Assessment And Pedagogy In Higher Education, Jennifer Lock, Beaumie Kim, Kim Koh, Gabrielle Wilcox Apr 2018

Navigating The Tensions Of Innovative Assessment And Pedagogy In Higher Education, Jennifer Lock, Beaumie Kim, Kim Koh, Gabrielle Wilcox

The Canadian Journal for the Scholarship of Teaching and Learning

Innovative practice in a classroom adds challenges and tensions to programs and institutional structures in higher education. With the recent emphasis on curricula reform, there is a great focus on assessment and pedagogical practices to support student learning. To illustrate the tensions arising from these efforts, we present four pedagogical and assessment innovation approaches using both Shulman’s (2005) Signature Pedagogies and Tatar’s (2007) Design Tensions frameworks. The four approaches include problem-based learning, game-based learning, case-based learning, and technology-enhanced learning. A narrative for each approach examines and addresses tensions using Shulman’s (2005) surface, deep and implicit structures. We ...


L’Effet De La Personnalité Sur La Performance Des Étudiants Universitaires En Sciences De L’Administration À L’Examen Écrit, Au Test À Choix Multiple Et Aux Travaux Pratiques, Sawsen Lakhal, Éric Frenette, Serge Sevigny Mar 2017

L’Effet De La Personnalité Sur La Performance Des Étudiants Universitaires En Sciences De L’Administration À L’Examen Écrit, Au Test À Choix Multiple Et Aux Travaux Pratiques, Sawsen Lakhal, Éric Frenette, Serge Sevigny

The Canadian Journal for the Scholarship of Teaching and Learning

Plusieurs programmes universitaires en sciences de l’administration au Canada ont implanté des réformes majeures, suite aux demandes des organismes d’agrément tels que l’Association to Advance Collegiate Schools of Business (AACSB). Conséquemment, de plus en plus de méthodes d’évaluation des apprentissages sont utilisées. Toutefois, l’introduction de ces méthodes dans les programmes d’études pourrait engendrer des biais aux résultats de l’évaluation des apprentissages. L’étude des facteurs pouvant avoir un effet sur la performance des étudiants aux différentes méthodes d’évaluation devient pertinente dans ce contexte. Ainsi, l’objectif de cette étude consiste à vérifier ...


The Presence Of Gender Disparity On The Force Concept Inventory In A Sample Of Canadian Undergraduate Students, Magdalen Normandeau, Seshu Iyengar, Benedict Newling Mar 2017

The Presence Of Gender Disparity On The Force Concept Inventory In A Sample Of Canadian Undergraduate Students, Magdalen Normandeau, Seshu Iyengar, Benedict Newling

The Canadian Journal for the Scholarship of Teaching and Learning

Concept inventories (CI) are validated, research-based, multiple-choice tests, which are widely used to assess the effectiveness of pedagogical practices in bringing about conceptual change. In order to be a useful diagnostic tool, a CI must reflect only the student understanding of the conceptual material. The Force Concept Inventory (FCI) is arguably the standard for testing conceptual understanding of Newtonian mechanics. Studies in the United States and United Kingdom have shown the existence of a gender gap in FCI scores and gains between male and female students. This study aimed to examine whether such a gap exists for Canadian students at ...


Exploring Local Level Factors Shaping The Implementation Of A Blended Learning Module For Information And Geospatial Literacy In Ontario, Michelle M. Vine, Catherine Chiappetta-Swanson, John Maclachlan, Jason J. Brodeur, Julianne Bagg Dec 2016

Exploring Local Level Factors Shaping The Implementation Of A Blended Learning Module For Information And Geospatial Literacy In Ontario, Michelle M. Vine, Catherine Chiappetta-Swanson, John Maclachlan, Jason J. Brodeur, Julianne Bagg

The Canadian Journal for the Scholarship of Teaching and Learning

The objectives of this research study were to examine local level factors shaping the implementation of a blended pedagogical approach for geospatial- and information-literacy, and to understand implementer satisfaction. As such, we addressed the following research questions: What local-level factors shape the implementation of the blended learning model? and How satisfied are implementers (faculty, administrators and library instructional/support staff) with the new blended learning model for geospatial and information fluency?

Focus groups (n=7) plus one interview (total n=22) were conducted with key stakeholders (e.g., staff, faculty, administrators) to better understand facilitators, barriers, and/or issues related ...


Collaborative Work And The Future Of Humanities Teaching, Michael Ullyot, Kate E. O'Neill Dec 2016

Collaborative Work And The Future Of Humanities Teaching, Michael Ullyot, Kate E. O'Neill

The Canadian Journal for the Scholarship of Teaching and Learning

This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum of its parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at ...


Baccalaureate Accounting Student Mentors’ Social Representations Of Their Mentorship Experiences, Vicky Roy, Patricia A. Brown Jun 2016

Baccalaureate Accounting Student Mentors’ Social Representations Of Their Mentorship Experiences, Vicky Roy, Patricia A. Brown

The Canadian Journal for the Scholarship of Teaching and Learning

Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year accounting students. We used an exploratory research method based on a qualitative analysis of 34 semi-structured interviews. Our research intends to answer these question: To what extent is a mandatory Student Peer Mentorship Project useful for second and third year Baccalaureate accounting students in developing their interpersonal and communication skills and leadership capacity?; and How ...


Engaging First-Year University Students In Research: Promise, Potentials, And Pitfalls, Sarah L. Sangster, Kara L. Loy, Sheryl D. Mills, Karen L. Lawson Jun 2016

Engaging First-Year University Students In Research: Promise, Potentials, And Pitfalls, Sarah L. Sangster, Kara L. Loy, Sheryl D. Mills, Karen L. Lawson

The Canadian Journal for the Scholarship of Teaching and Learning

In 2014, the Undergraduate Research Initiative at the University of Saskatchewan implemented a pilot project to organize, support, and promote curriculum-based research experience as an integral aspect of participating first-year courses. The framework for the course-based initiative was the research arc; usually in groups, students in these classes would develop a research question, investigate it using discipline-appropriate methodologies, and disseminate the results. Nine classes (Agriculture, Animal Bioscience, Environmental Science, Women’s and Gender Studies, Psychology, Kinesiology, and Interdisciplinary Studies) participated in this program pilot. There were four key agents in the program: faculty instructors, research coaches, students in participating first-year ...


Case Study Methodology: Flexibility, Rigour, And Ethical Considerations For The Scholarship Of Teaching And Learning, Marion L. Pearson, Simon P. Albon, Harry Hubball Dec 2015

Case Study Methodology: Flexibility, Rigour, And Ethical Considerations For The Scholarship Of Teaching And Learning, Marion L. Pearson, Simon P. Albon, Harry Hubball

The Canadian Journal for the Scholarship of Teaching and Learning

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be ...


Surveying Assessment In Experiential Learning: A Single Campus Study, Thomas Yates, Jay Wilson, Kendra Purton Dec 2015

Surveying Assessment In Experiential Learning: A Single Campus Study, Thomas Yates, Jay Wilson, Kendra Purton

The Canadian Journal for the Scholarship of Teaching and Learning

The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL) at an institutional level. The origins of EL are found in the work of Dewey (1938), later modified by Kolb and Fry (1975). Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in ...


A Systematic Assessment Of ‘None Of The Above’ On Multiple Choice Tests In A First Year Psychology Classroom, Matthew V. Pachai, David Dibattista, Joseph A. Kim Dec 2015

A Systematic Assessment Of ‘None Of The Above’ On Multiple Choice Tests In A First Year Psychology Classroom, Matthew V. Pachai, David Dibattista, Joseph A. Kim

The Canadian Journal for the Scholarship of Teaching and Learning

Multiple choice writing guidelines are decidedly split on the use of ‘none of the above’ (NOTA), with some authors discouraging and others advocating its use. Moreover, empirical studies of NOTA have produced mixed results. Generally, these studies have utilized NOTA as either the correct response or a distractor and assessed its effect on difficulty and discrimination. In these studies, NOTA commonly yields increased difficulty when it is used as the correct response, and no change in discrimination regardless of usage. However, when NOTA is implemented as a distractor, rarely is consideration given to the distractor that could have been written ...


Collaboration, Competencies And The Classroom: A Public Health Approach, Lauren E. Wallar, Andrew Papadopoulos Mar 2015

Collaboration, Competencies And The Classroom: A Public Health Approach, Lauren E. Wallar, Andrew Papadopoulos

The Canadian Journal for the Scholarship of Teaching and Learning

The University of Guelph Master of Public Health program is a professional degree program that seeks to prepare graduates to meet complex public health needs by developing their proficiency in the 36 public health core competencies. Provision of experiential learning opportunities, such as a semester-long practicum, is part of student development. In the Fall 2013 semester, a new opportunity was introduced in which small groups of students were paired with local public health professionals to complete a capstone business plan assignment that addressed a current public health issue. However, the impact of this external collaboration on the student learning experience ...