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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 ...


L’Implantation Du E-Portfolio Dans Un Programme Par Compétence En Science Infirmière : Le Cheminement De 10 Ans., Suzanne Harrison, Jeanne Godin, Suzan Bastarache Dec 2018

L’Implantation Du E-Portfolio Dans Un Programme Par Compétence En Science Infirmière : Le Cheminement De 10 Ans., Suzanne Harrison, Jeanne Godin, Suzan Bastarache

The Canadian Journal for the Scholarship of Teaching and Learning

Le e-portfolio s’avère un outil pédagogique de plus en plus utilisé dans le programme baccalauréat en science infirmière, car il permet non seulement la croissance et le développement de l’apprenante et de l’apprenant, mais informe aussi l’employeur, les paires et les organisations professionnelles de l’acquisition des habiletés et des connaissances inhérentes à la profession (Chertoff, 2015; Green, Wyllie, & Jackson, 2014). L’École des sciences infirmières de l’Université de Moncton explore l’utilisation du e-portfolio depuis dix ans. L’expérience débute en 2007 par la mise en place d’une étude qualitative longitudinale qui a suivi le parcours de sept étudiantes afin d’explorer comment l’identité professionnelle se développe lors de la création et du maintien d’un portfolio électronique à partir du logiciel Iwebportfolio. Bien que les écoles de science infirmière reconnaissent l’importance de promouvoir la pensée savante et l’écriture académique chez la population étudiante, les outils facilitant l’atteinte de ces compétences se font rares ou sont difficilement applicables (Garrett, MacPhee, & Jackson, 2013; Stefani, Mason, & Pegler, 2007). Toutefois, le portfolio est un outil prometteur qui favorise le développement de l’identité professionnelle et permet de l’articuler (Desjardins, 2002). Grâce aux entrevues annuelles et à l’examen de la qualité de la réflexion critique dans les artéfacts placés dans le e-portfolio, une évolution dans l’appropriation des rôles inhérents à la profession infirmière a été notée chez les participants. En fait, les résultats de cette expérience ont appuyé l’inclusion du e-portfolio, via la plateforme eduportfolio, dans le nouveau programme par compétences en science infirmière en 2010. D’ailleurs, la première cohorte étudiante à maintenir un e-portfolio tout au long de ses études fut diplômée en mai 2017 et un sondage a été complété par 43 de ses membres. Cet article décrit notre parcours en lien avec l’utilisation du e-portfolio, en incluant les leçons apprises à la suite des trois études réalisées ainsi que les expériences vécues en salle de classe (entrevues lors d’une étude qualitative longitudinale, groupes de discussion et sondage).

The e-portfolio is an increasingly popular educational tool in the Bachelor of Science in Nursing program as it not only allows for the growth and development of the learner, but also informs the employees, peers, and professional organizations of the acquisition of the skills and knowledge inherent to this profession (Chertoff 2015; Green, Wyllie, & Jackson 2014). The University of Moncton’s School of Nursing has been exploring the use of the e-portfolio for ten years. The experience started in 2007 with the implementation of a longitudinal qualitative study that followed the educational career of seven students to explore how the professional identity is developed during the creation and maintenance of an electronic portfolio using Iwebportfolio. Although nursing schools recognize the importance of promoting scholarly thinking and academic writing among students, tools facilitating the attainment of these skills are rare and hardly applicable (Garrett, MacPhee, & Jackson 2013; Stefani, Mason, & Pegler 2007); however, the portfolio is a promising tool that fosters the development of the professional identity and allows for its articulation (Desjardins 2002). With the annual interviews and examination of the quality ...


Beliefs Or Intentionality? Instructor Approaches To Eportfolio Pedagogy, Crystal T. Tse, Kyle W. Scholz, Katherine Lithgow Dec 2018

Beliefs Or Intentionality? Instructor Approaches To Eportfolio Pedagogy, Crystal T. Tse, Kyle W. Scholz, Katherine Lithgow

The Canadian Journal for the Scholarship of Teaching and Learning

We provide evidence to substantiate the learning potential of eportfolios by focusing on instructor variables that influence eportfolio learning experiences. We conducted a mixed-methods study of over 800 students across 30 courses. Using survey, interview, and focus group data, we argue that instructors’ approaches to eportfolio activities play a critical but underappreciated role in whether the eportfolio will be a valued student learning experience. By adapting categorizations of deep, surface, and strategic learning, we argue that an instructor’s approach to eportfolios can be classified in a similar manner. We analyze how the instructor adheres to eportfolio best practices, and ...


L'Implantation Du Portfolio Électronique Et Le Développement Des Environnements Personnels D'Apprentissage Des Étudiants, Stéphanie Boéchat-Heer Dec 2018

L'Implantation Du Portfolio Électronique Et Le Développement Des Environnements Personnels D'Apprentissage Des Étudiants, Stéphanie Boéchat-Heer

The Canadian Journal for the Scholarship of Teaching and Learning

Cet article présente les résultats d’une enquête par questionnaire réalisée à quatre reprises auprès d’étudiants en formation à l’enseignement. L’objectif de cette recherche est de montrer dans quelle mesure l’implantation du portfolio électronique permet le développement de compétences professionnelles en technologies éducatives et améliore le sentiment d’auto-efficacité des étudiants dans le domaine. Les résultats de cette étude longitudinale montrent que l’appropriation du portfolio électronique par les étudiants permet de développer leurs compétences en technologies éducatives ainsi que leurs environnements personnels d’apprentissage (EPA) et améliore leur sentiment d’auto-efficacité dans le domaine.

This ...


L’E-Portfolio Pour Collecter Et Gérer Les Traces De L’Activité : Exemple D’Une Formation À L’Enseignement Instrumental Et Vocal, Elsa Paukovics, Pierre-François Coen, Angelika Güsewell, Valentina Giovannini-Cartulano Dec 2018

L’E-Portfolio Pour Collecter Et Gérer Les Traces De L’Activité : Exemple D’Une Formation À L’Enseignement Instrumental Et Vocal, Elsa Paukovics, Pierre-François Coen, Angelika Güsewell, Valentina Giovannini-Cartulano

The Canadian Journal for the Scholarship of Teaching and Learning

Le développement d’une posture d’enseignant-praticien réflexif repose sur la collecte et le traitement de différentes traces de l’activité professionnelle. La nature des traces collectées, leur rôle dans la formation, leur utilisation et leur gestion diffèrent selon les contenus et les dispositifs de formation. Par l’utilisation d’une plateforme électronique d’apprentissage (e-portfolio), le master en pédagogie instrumentale et vocale vise à développer la posture de praticien réflexif des futurs enseignants d’instruments ou de chant. Cette plateforme permet le dépôt, la gestion et le partage de différents types de traces de l’activité. La présente recherche ...


L’Expérimentation Du Eportfolio À L’Université : Questionnements Autour De La Réflexivité, Caroline Le Boucher, Geneviève Lameul, Hugues Pentecouteau Dec 2018

L’Expérimentation Du Eportfolio À L’Université : Questionnements Autour De La Réflexivité, Caroline Le Boucher, Geneviève Lameul, Hugues Pentecouteau

The Canadian Journal for the Scholarship of Teaching and Learning

Le développement des compétences professionnelles oriente les politiques d’établissements universitaires français, plus particulièrement depuis la loi relative aux libertés et aux responsabilités des universités de 2007. Ce terrain est d’autant plus favorable à la mise en place d’eportfolios avec la volonté d’intégrer des technologies numériques. Ces injonctions institutionnelles s’accompagnent rarement d’un discours pédagogique (Houot, Issenmann et Nowakowski, 2013). L’eportfolio montre alors, dans ses fonctions et ses usages, de multiples facettes (Salinas, Marín et Escandell, 2013 ; Siampou & Komis, 2011). Mettant l’accent sur les processus, il sous-entend le développement d’une démarche réflexive (Loisy et Lison, 2013), mais à certaines conditions (Bibeau, 2007 ; Naccache, Samson et Jouquan, 2006).

Cet article permet de documenter cette place accordée à la fonction réflexive ...


Collective Approaches To Eportfolio Adoption: Barriers And Opportunities In A Large Canadian University, Elan N. Paulson, Nicole Campbell Dec 2018

Collective Approaches To Eportfolio Adoption: Barriers And Opportunities In A Large Canadian University, Elan N. Paulson, Nicole Campbell

The Canadian Journal for the Scholarship of Teaching and Learning

University programs that prepare graduates for professional fields are adopting ePortfolios to achieve program learning goals and promote lifelong learning. However, various structural and cultural barriers exist to implementing ePortfolios, particularly in large universities. Members of a community of practice (CoP) that participate in collaborative inquiry into the adoption of ePortfolios, using and producing Scholarship of Teaching and Learning (SoTL) in their “collective working,” create shared knowledge and pooled resources for assessing adoption challenges and developing strategies to overcome them.

In this reflective practice inquiry, two academics who provide leadership and instruction in education and medical science programs in a ...


What Can Traditional Indigenous Knowledge Teach Us About Changing Our Approach To Human Activity And Environmental Stewardship In Order To Reduce The Severity Of Climate Change?, John G. Hansen, Rose Antsanen Nov 2018

What Can Traditional Indigenous Knowledge Teach Us About Changing Our Approach To Human Activity And Environmental Stewardship In Order To Reduce The Severity Of Climate Change?, John G. Hansen, Rose Antsanen

The International Indigenous Policy Journal

Many Indigenous communities living on traditional lands have not contributed significantly to harmful climate change. Yet, they are the most likely to be impacted by climate change. This article discusses environmental stewardship in relation to Indigenous experiences and worldviews. Indigenous knowledge teaches us about environmental stewardship. It speaks of reducing the severity of climate change and of continued sustainable development. The methodology that directs this research is premised on the notion that the wisdom of the Elders holds much significance for addressing the harmful impacts of climate change in the present day. This article's fundamental assumption is that Indigenous ...


Indigenous Language Knowledge And Educational Attainment Among First Nations People: Trends Over Time, Evelyne Bougie, Dafna Kohen, Anne Guèvremont Nov 2018

Indigenous Language Knowledge And Educational Attainment Among First Nations People: Trends Over Time, Evelyne Bougie, Dafna Kohen, Anne Guèvremont

The International Indigenous Policy Journal

This study investigated whether associations between Indigenous language knowledge and educational outcomes might be changing for cohorts of language speakers over time. Using Census and National Household Survey data, educational attainment for First Nations people aged 20 to 34 was examined at four time points (1996, 2001, 2006, and 2011), separately for those able versus unable to speak an Indigenous language and separately for those living on and off reserve. Findings point to improvements in levels of education for Indigenous language speakers among First Nations people living on and off reserve. Findings should be interpreted with caution as differences in ...


A Common Book: A Novel Approach To Teaching And Learning, Kristen A. Ferguson, Natalya Brown, Linda Piper Sep 2018

A Common Book: A Novel Approach To Teaching And Learning, Kristen A. Ferguson, Natalya Brown, Linda Piper

The Canadian Journal for the Scholarship of Teaching and Learning

Most research on common book programs focuses on student outcomes. This paper presents a study about the impact of a common book program on teaching and learning practices at a small mainly undergraduate university. This study consists of two phases. In Phase 1, we surveyed faculty members (N= 32, a response rate of 21.3%), about the influence of the program on teaching practices and dialogue with colleagues as well as their perceptions of the program’s impact on student learning. In Phase 2, we conducted interviews with business faculty, who were early program adopters (N=8). Most respondents believed ...


Audio Feedback: Student And Teaching Assistant Perspectives On An Alternative Mode Of Feedback For Written Assignments, Fiona Rawle, Mindy Thuna, Ting Zhao, Michael Kaler Sep 2018

Audio Feedback: Student And Teaching Assistant Perspectives On An Alternative Mode Of Feedback For Written Assignments, Fiona Rawle, Mindy Thuna, Ting Zhao, Michael Kaler

The Canadian Journal for the Scholarship of Teaching and Learning

Competence in written scientific communication is an important learning outcome of undergraduate science degrees. Writing helps students learn, encourages them to think creatively and critically about their learning, and trains them in communicating their insights as disciplinary experts. However, challenges exist in incorporating writing assignments into large undergraduate science classes, including lack of student engagement and difficulty in providing effective and personalized formative feedback to large numbers of students. Engagement and feedback are especially important for developing writing skills, which require active, reflective, critical attention on the learner’s part: it would be very useful if one mechanism could enhance ...


Book Review: Overcoming Student Learning Bottlenecks: Decode The Critical Thinking Of Your Discipline, Emily Ballantyne Sep 2018

Book Review: Overcoming Student Learning Bottlenecks: Decode The Critical Thinking Of Your Discipline, Emily Ballantyne

The Canadian Journal for the Scholarship of Teaching and Learning

No abstract provided.


Textbook Affordability And Student Acceptance Of Etextbooks: An Institutional Case-Study, Andy M. Benoit Sep 2018

Textbook Affordability And Student Acceptance Of Etextbooks: An Institutional Case-Study, Andy M. Benoit

The Canadian Journal for the Scholarship of Teaching and Learning

There is significant interest among institutions of higher education in the potential of digital textbooks to enhance student learning and to address issues arising from textbook affordability. Innovations in digital textbook design and delivery infrastructure and the emergence of exemplary practices from early adopters signal that digital reading may be a practical alternative to print. Less well understood, however, is students’ experience of textbook affordability, their experience of print and digital textbook utilization, and factors that might influence their acceptance of digital textbooks. This paper explores the results of a semester-long eTextbook research project at a Canadian college and shares ...


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 ...


Sharing Narratives To Foster Mental Health Literacy In Teacher Candidates, Vera Woloshyn, Michael J. Savage Sep 2018

Sharing Narratives To Foster Mental Health Literacy In Teacher Candidates, Vera Woloshyn, Michael J. Savage

The Canadian Journal for the Scholarship of Teaching and Learning

This study explored the nature of teacher candidates’ mental health narratives in the context of completing an elective course in mental health and wellness. How students deconstructed their narratives and the narratives of their peers over time was also explored. Participants included 67 fourth-year students completing a five-year concurrent teacher education program. Data was collected over two academic years and consisted of students’ beginning-of-course and end-of-course narratives. The narratives were analyzed using content and thematic analysis. The findings are discussed in the context of using shared narratives as case study to promote self-reflection, discussion, problem-solving and mental health literacy within ...


Measuring The Impact Of A Weeklong Fall Break On Stress Physiology In First Year Engineering Students, Ayesha Khan, Heather Poole, Elliott A. Beaton Sep 2018

Measuring The Impact Of A Weeklong Fall Break On Stress Physiology In First Year Engineering Students, Ayesha Khan, Heather Poole, Elliott A. Beaton

The Canadian Journal for the Scholarship of Teaching and Learning

Canadian post-secondary institutions are increasingly introducing a fall break into their term calendars, with the stated goal of reducing student stress and improving academic success. We conducted a pilot study around the time of this fall break during which we collected saliva samples to measure the ratio of two metabolic hormones (cortisol and dehydroepiandrosterone (DHEA)) from first-year male engineering students in order to document possible changes in their stress levels before and after the break. Participants self-identified a particular day in the week prior to the break that they considered to be most stressful, followed by a day in the ...


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 ...


As Good Or Better Than Commercial Textbooks: Students’ Perceptions And Outcomes From Using Open Digital And Open Print Textbooks, Rajiv S. Jhangiani, Farhad N. Dastur, Richard Le Grand, Kurt Penner Apr 2018

As Good Or Better Than Commercial Textbooks: Students’ Perceptions And Outcomes From Using Open Digital And Open Print Textbooks, Rajiv S. Jhangiani, Farhad N. Dastur, Richard Le Grand, Kurt Penner

The Canadian Journal for the Scholarship of Teaching and Learning

The increase in the cost of college textbooks together with the proliferation of digital content and devices has inspired the development of open textbooks, open educational resources that are free, openly licensed, and often peer-reviewed. Although several published studies have investigated the impact of open textbook adoption on educational outcomes, none have separated the effects of textbook openness and format and only two have taken place in Canada (Hendricks, Reinsberg, & Rieger, 2017; Jhangiani & Jhangiani, 2017). This study investigates the perceptions, use, and course performance of Canadian post-secondary students assigned a commercial or open textbook in either print or digital format. Results show that students using the print format of the open textbook perceive its quality to be superior to the commercial textbook. Moreover, students assigned an open textbook in either format perform either no differently from or better than those assigned a commercial textbook. These results are consistent with the existing literature and support the conclusion that the cost savings to students associated with the adoption of open textbooks do not come at the expense of resource quality or student performance.

L’augmentation du coût des manuels universitaires ainsi que la prolifération du contenu numérique et des appareils électroniques ont inspiré le développement de manuels ouverts, des ressources éducationnelles qui sont gratuites, dont les licences d’exploitation sont ouvertes et qui sont souvent évalués par les pairs. Bien que plusieurs études publiées aient étudié l’impact de l’adoption de manuels ouverts sur les résultats éducationnels, aucune n’a séparé les effets du caractère ouvert des manuels et du format et seulement deux études ont été menées au Canada (Hendricks, Reinsberg & Rieger, 2017; Jhangiani & Jhangiani, 2017). Cette étude examine les perceptions, l’emploi et les résultats des étudiants dans des établissements d’enseignement supérieur canadiens à qui on avait assigné un manuel ...


“We Learn By Doing”: Teaching And Learning Knowledge Translation Skills At The Graduate Level, Andrea V. Breen, Kate Twigger, Caroline Duvieusart-Déry, Jessica Boulé, Alessia Borgo, Reisha Fernandes, Mercerina Lychek, Sarah Ranby, Christine Scott, Emma Whitehouse Apr 2018

“We Learn By Doing”: Teaching And Learning Knowledge Translation Skills At The Graduate Level, Andrea V. Breen, Kate Twigger, Caroline Duvieusart-Déry, Jessica Boulé, Alessia Borgo, Reisha Fernandes, Mercerina Lychek, Sarah Ranby, Christine Scott, Emma Whitehouse

The Canadian Journal for the Scholarship of Teaching and Learning

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and ...


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 ...


Between Knowing And Learning: New Instructors' Experiences In Active Learning Classrooms, Andrea Phillipson, Annie Riel, Andy B. Leger Apr 2018

Between Knowing And Learning: New Instructors' Experiences In Active Learning Classrooms, Andrea Phillipson, Annie Riel, Andy B. Leger

The Canadian Journal for the Scholarship of Teaching and Learning

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed ...


Teaching And Researching Ethically: Guidance For Instructor-Researchers, Educational Developers, And Research Ethics Personnel, Michelle K. Mcginn Apr 2018

Teaching And Researching Ethically: Guidance For Instructor-Researchers, Educational Developers, And Research Ethics Personnel, Michelle K. Mcginn

The Canadian Journal for the Scholarship of Teaching and Learning

Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education’s statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council ...


Chemistry Professors' Perceptions Of Undergraduate Learning, Tanya Chichekian, Olivia (Liv) Hua, Bruce M. Shore Apr 2018

Chemistry Professors' Perceptions Of Undergraduate Learning, Tanya Chichekian, Olivia (Liv) Hua, Bruce M. Shore

The Canadian Journal for the Scholarship of Teaching and Learning

This study investigated 27 chemistry professors’ perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions ...


Centres For Teaching And Learning Across Canada: What’S Going On?, Sarah E. Forgie, Olive Yonge, Robert Luth Apr 2018

Centres For Teaching And Learning Across Canada: What’S Going On?, Sarah E. Forgie, Olive Yonge, Robert Luth

The Canadian Journal for the Scholarship of Teaching and Learning

Post-secondary institutions, especially those with a research focus, face a challenge in ensuring consistent and high-quality teaching, in part because many members of the teaching faculty have backgrounds in research instead of teaching. A common part of meeting this challenge is the presence of Centres for Teaching and Learning (CTLs) on university campuses. This study examines the situations of CTL directors at research and teaching-intensive post-secondary institutions across Canada, with an aim to develop an understanding of the current context in which Canadian CTLs are operating, as well as the experiences of those who lead the CTLs. The qualitative study ...


Effect Of An Arabic Program Of Direct Instruction For Phonological Awareness On Phonological Awareness Abilities, Dr. Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, Mohammed Alzyoudi Feb 2018

Effect Of An Arabic Program Of Direct Instruction For Phonological Awareness On Phonological Awareness Abilities, Dr. Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, Mohammed Alzyoudi

Exceptionality Education International

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine ...


School Psychologists’ Knowledge And Self-Efficacy In Working With Students With Tbi, Ann E. Glang Phd, Melissa Mccart Ded, Christabelle L. Moore Ms, Susan Davies Edd Feb 2018

School Psychologists’ Knowledge And Self-Efficacy In Working With Students With Tbi, Ann E. Glang Phd, Melissa Mccart Ded, Christabelle L. Moore Ms, Susan Davies Edd

Exceptionality Education International

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists ...


A Comparative Study Of Immigrant Children Starting Childcare, Karen Guo Feb 2018

A Comparative Study Of Immigrant Children Starting Childcare, Karen Guo

Exceptionality Education International

This comparative study investigated the experiences of starting childcare of three immigrant children in three different learning environments in New Zealand. The notion of learning environment was explored as a way of thinking about how different people, places, and approaches to learning have interacted to create a particular site for the children’s beginning experiences in early childhood settings. The study sheds light on multiple perceptions and experiences with regard to immigrant children and their learning. Child observations, child interviews, and teacher and parent interviews were conducted in each child’s setting. Findings suggest that early childhood environments played a ...