AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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A Novel Smart Device Student Response System for Supporting High Quality Active Learning in the Engineering and Science Disciplines
No full textThis paper proposes and presents a unique smart device student response system (SDSRS) that allows for a more flexible input than existing classroom response systems, such as clickers. This, in turn, allows students to respond to the lecturer with higher quality and more relevant information and, thus, improves their active learning. This is of particular relevance in the science and engineering disciplines where methodology is as important, if not more so, than the final answer. The SDSRS allows the lecturer to quickly obtain this pertinent information in real-time within the classroom environment.The proposed system consists of three main elements, namely a student sketch application, a lecturer view-and-edit application and a central cloud-based service to co-ordinate the exchange of information between the two applications. The system was evaluated within two different engineering classrooms, with very positive feedback obtained from both the lecturers and students involved. Details of the evaluation process, and the feedback obtained, are presented within
The growth in part-time teaching in higher education: the imperative for research in the Irish context
No full textAnecdotal evidence suggests that the structure of the tertiary academic workforce in Ireland has changed dramatically over recent decades. There is growing awareness in the sector of the extent of the use of part-time teaching. With increasing emphasis on the student learning experience, concerns have been articulated in many countries about the implications of the growing casualisation of the academic workforce for the quality of teaching and learning in higher education. This article presents the findings of a literature review on the subject, arguing for appropriate further research as a precursor to action in this much neglected area. The review forms part of a collaborative project between EDIN[1] and HECA[2] that has as its aim the identification of the professional development needs of part-time academic staff in higher education institutions in Ireland. The project was funded by the National Forum for the Enhancement of Teaching and Learning[3].[1] EDIN is the Educational Developers in Ireland Network, representing academic developers working with staff teaching across the third level sector.[2] HECA is the Higher Education Colleges Association representing 15 private colleges.[3] The National Forum for the Enhancement of Teaching & Learning in Higher Education was established by the Minister for Education and Skills in order to enhance the quality of the learning experience for all students at third level, be they full-time, part-time or flexible learners
Learners as initiators through inquiry based science education – Experiences from the European project ESTABLISH
No full textInquiry-Based Science Education (IBSE) has been the focus of many national and international programmes and projects in recent years as these teaching methods have been suggested as a way to encourage and motivate students in science. The pan-European FP7-funded project ESTABLISH collaboration has led to the development of the project’s teaching and learning materials as well as educational supports for both in-service and pre-service teachers designed to promote the use of inquiry-based approaches at second level. In particular ESTABLISH aims to create authentic learning environments for science education through industry engagement to share contexts and problems that can be tackled in the classroom. This paper will share the approach adopted across 11 countries to engage second level students as initiators and innovators through inquiry-based learning. In addition, this approach has been adopted with third level students (pre-service teachers) by facilitating these teachers to gain experience in inquiry, and gain confidence in developing their own teaching practices and incorporating industrial engagement into their classroom practices
Enhancing collaborative learning using pair programming: Who benefits?
No full text Incoming university students who have not previously studied computer programming often find it a challenging subject, leading to high failure rates. Research has suggested that the lack of a formalised structure for collaborative learning may be one of the factors responsible for students’ negative impressions of computer science. In this study we investigated whether the use of pair programming in practical laboratories would facilitate peer learning and enhance students’ confidence in their programming ability. Results showed that this intervention was generally well received, although the weaker programmers (as measured by prior exam grades) perceived it to be of more benefit than the stronger ones. Students who reported a lower initial level of enjoyment and confidence in programming were more likely to report learning from the paired intervention, though this did not necessarily lead to enhanced performance. The most frequently reported positive feature of pair programming was that it allowed students to meet more people in the class. Although there was no significant increase in final exam grades for male students, there was a significant increase for female students, suggesting this teaching strategy may have asymmetrical gender benefits
Collaborative Learning: A Qualitative Descriptive Study of Undergraduate Student Nurses’ Experiences of Receiving a Group-Mark for Modular Assessment
No full textBackground: Over the last few decades, education, including nursing, has afforded considerable attention to collaborative learning. However, students can also sometimes find working in a group negatively impacts on their learning. Problems encountered with group work may be more upsetting when the student’s grade depends on the work of the group. Successful collaborative learning requires students to have positive beliefs about collaborative learning. Few studies have examined student experiences of group work when a group mark is awarded. To motivate group learning, educators must better understand the effect a group mark has on student experience of group work.Objective: To describe nursing student’s experiences of receiving a group mark for collaborative learning modules and the impact this has on their learning and group work experiences.Design: A qualitative descriptive approach was employed.Setting: One higher education institution in Ireland in which nursing students undertake a primary degree.Participants: A total of 14 undergraduate nursing students (across years 1, 2, and 4) who were completing a degree in children’s and general nursing participated. These students were selected because they were exposed to problem based learning modules through which they receive a collective group mark for collaborative learning.Methods: Individual and focus group interviews were conducted. Data were analysed thematically.Results: Students reported binary dependent relationships; whereby each student was dependent on other group members and other group members were dependent on each student for their grade. This mutual dependency created an array of negative emotions which emerged across the three sub-themes of lack of controllability; challenges of co-dependency and invisible work.Conclusion: Students must be taught effective group work skills to enhance learning and group work experiences. Further research is needed to examine the appropriateness of awarding group grades where results contribute to degree classification.
Service-Learning methodology as a tool of ethical development: Reflections from the university experience
No full textService-learning is a tool for improving the education of student teachers. The characteristics and dimensions of this methodology make higher education the appropriate sphere for teaching ethics, favoring the social commitment of the student teachers and the improvement of the teaching profession, but always considering the various elements that constitute and shape experience.By presenting some key concepts we introduce a synthesis of elements related to service-learning that are an invitation to take the ethical duties as a moral and professional commitment for the improvement of social justice in our communities and university classrooms
Building on a Foundation: Review of Hoy, A., & Johnson, M., Eds. Deepening Community Engagement in Higher Education: Forging New Pathways. New York: Palgrave Macmillan. 2013.
No full textAn analysis of alternative approaches for the distribution of lecture notes with the aid of a Virtual Learning Environment to promote class engagement
No full textThe use of Virtual Learning Environments (VLEs) has become popular over the last ten years at third level institutions. At **** the Moodle VLE is used to disseminate lecture notes, share course related resources, perform assessment, and provide a means for online communication. This paper is interested in how to effectively use a VLE to disseminate lecture notes. At **** lectures notes are typically posted on Moodle before a lecture (for example, all notes posted at the start of the semester or several days before an upcoming lecture etc.) or after a lecture with lecturers having a personal preference for a particular method. In this paper a pilot study on the dissemination of lectures notes through Moodle to a large first year undergraduate class is described. In previous years student disengagement in this class has been an issue. As such two different approaches were trialed. In the first approach, a summary set of lecture notes to be covered at the next lecture were made available four days in advance. The summary was a one-page document containing at most six slides of the most important material. The students were encouraged to read the notes in advance. It was hoped that this would lead to more active participation by the students as they had time to assimilate the material prior to the lecture. In the second approach the students were informed in advance that an in-class assessment would be carried out based on the summary. In both instances a full set of notes were made available on Moodle after the lecture. An overview of the findings of this pilot is presented, including data on student participation during both approaches. In addition, a critique of the potential effects on student results is provided and recommendations based on the findings are discussed