Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (19)
- Higher Education (8)
- Library and Information Science (6)
- Business (5)
- Educational Assessment, Evaluation, and Research (5)
-
- Teacher Education and Professional Development (5)
- Arts and Humanities (4)
- Collection Development and Management (4)
- Educational Psychology (4)
- Curriculum and Instruction (3)
- Educational Leadership (3)
- Educational Methods (3)
- Bilingual, Multilingual, and Multicultural Education (2)
- Business Administration, Management, and Operations (2)
- Business Law, Public Responsibility, and Ethics (2)
- Christianity (2)
- Educational Administration and Supervision (2)
- Physical Sciences and Mathematics (2)
- Religion (2)
- Secondary Education (2)
- American Politics (1)
- Communication (1)
- Computer Engineering (1)
- Computer Sciences (1)
- Early Childhood Education (1)
- Educational Technology (1)
- Engineering (1)
- Entrepreneurial and Small Business Operations (1)
- Geography (1)
- Institution
-
- University of Wollongong (8)
- University of Rhode Island (5)
- Dordt University (2)
- Old Dominion University (2)
- Technological University Dublin (2)
-
- University of Nebraska - Lincoln (2)
- Aga Khan University (1)
- City University of New York (CUNY) (1)
- Georgia Southern University (1)
- Illinois Math and Science Academy (1)
- Messiah University (1)
- Roger Williams University (1)
- Singapore Management University (1)
- The University of San Francisco (1)
- University of Kentucky (1)
- University of San Diego (1)
- University of Texas at Tyler (1)
- University of Windsor (1)
- Western Kentucky University (1)
- Publication
-
- Faculty of Social Sciences - Papers (Archive) (8)
- Library Impact Statements (4)
- Articles (2)
- Faculty Work Comprehensive List (2)
- ATL Surveys (1)
-
- CORE (1)
- Communication & Theatre Arts Faculty Publications (1)
- Department of Biological & Biomedical Sciences (1)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (1)
- Education Faculty Publications and Presentations (1)
- Educational, School, and Counseling Psychology Faculty Publications (1)
- Library Philosophy and Practice (e-journal) (1)
- Library Publications (1)
- Life of the Law School (1993- ) (1)
- Masters Theses & Specialist Projects (1)
- Office of Open Learning Publications (1)
- Philosophy 332: Business Ethics (1)
- Publications and Research (1)
- Research Briefs (2012-2019) (1)
- Research Collection School Of Computing and Information Systems (1)
- School of Education Faculty Research (1)
- Teaching & Learning Faculty Publications (1)
Articles 31 - 34 of 34
Full-Text Articles in Education
Identifying The Characteristics Of Support Australian University Teachers Use In Their Design Work: Implications For The Learning Design Field, Shirley Agostinho, Lori Lockyer, Sue Bennett
Identifying The Characteristics Of Support Australian University Teachers Use In Their Design Work: Implications For The Learning Design Field, Shirley Agostinho, Lori Lockyer, Sue Bennett
Faculty of Social Sciences - Papers (Archive)
Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that has focused on creating support tools to help teachers plan, develop and deliver learning experiences. However, little is known about what supports teachers access and use when they design and overall how teachers undertake their design work. This paper presents the findings from a qualitative …
Potential Impacts Of An Academic Writing And Publishing Module On Scholarship And Teaching: A Qualitative Study, Roisin Donnelly
Potential Impacts Of An Academic Writing And Publishing Module On Scholarship And Teaching: A Qualitative Study, Roisin Donnelly
Articles
This paper reports on a qualitative study exploring the extent to which an accredited Academic Writing and Publishing (AWP) module for faculty and graduate students helped them develop as scholars and how, over time, it affected their instructional beliefs and attitudes in working with their own undergraduate students. For the two module tutors, it was important to know how the participants applied what they learned from the module in their own teaching practice and to identify particularly effective aspects of the module that translated to this other context. Therefore, key themes explored in this paper are the impact of the …
Listening To The Song Of Life: An Autoethnographic Account Of Teaching An Undergraduate Listening Course, E. James Baesler
Listening To The Song Of Life: An Autoethnographic Account Of Teaching An Undergraduate Listening Course, E. James Baesler
Communication & Theatre Arts Faculty Publications
A new approach to teaching the listening course at the undergraduate level provides opportunities for students to experience the SONG of life. SONG is an acronym for listening to the whole of life in the contexts of Self (e.g., discerning inner wisdom), Others (e.g., connecting with feelings and needs), Nature (beholding the beauty of nature), and God (e.g., discovering and connecting with the divine). A rationale and description of the new listening course is provided followed by a chronological autoethnographic account of teaching/learning the SONG of life using the four contexts as verses of the SONG with twenty undergraduate students …
Humanoid Robots Supporting Children’S Learning In An Early Childhood Setting, Helen Crompton, Kristen Gregory, Diane Burke
Humanoid Robots Supporting Children’S Learning In An Early Childhood Setting, Helen Crompton, Kristen Gregory, Diane Burke
Teaching & Learning Faculty Publications
This qualitative study explored the affordances provided by the integration of the NAO humanoid robot in three preschool classrooms. Using the Head Start Early Learning Outcomes Framework as a lens, the researchers qualitatively analyzed data from focus groups, observations, field notes and student artifacts, using grounded coding to uncover language and communication, physical, cognitive and social–emotional learning experiences for children. The researchers also examined interactions between the robot, children and teachers to identify successes and challenges experienced during the integration. Findings indicate the robot provided opportunities for student development in all learning domains. Students were intellectually curious about the robot; …