Coventry University: E-Journals
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Academic Writing with GenAI: Professional Development Needs in Higher Education
Full text linkAcademic writing has always posed a challenge to university students, regardless of the language they are writing in (first, second or foreign language) or the amount of digital support they have access to – for example, online dictionaries, thesauruses, or new generative artificial intelligence (GenAI) software such as ChatGPT. With the rise of GenAI as a legitimate digital tool in higher education, it is crucial to identify the professional development needs of teaching faculty in order to ensure quality teaching. Based on factors such as digital literacy, or access to digital tools, these needs might differ in various geographical regions. Within the context of the European Framework for the Digital Competence of Educators (DigCompEdu), this paper aims to provide a differentiated, international student perspective on the use of GenAI in the academic writing process, identifying professional development needs for faculty. We developed an online questionnaire that was filled out by 192 university students from 15 different countries. In addition to their academic and linguistic backgrounds, the respondents answered questions about their own experiences and competences with the use of GenAI within academic research. Results highlight clear discrepancies between geographic regions, for example, in their self-ranked digital proficiency or in what GenAI tools they use. This, along with further results from the analysis, provides the basis to identify some professional development needs
The importance of commonality and difference in global legal education communities
Full text linkThe forces of globalization and related flows of international students have transformed legal education. For law schools, grounded by the geography of law, being viewed as a global space adds an important reputational dimension. These global reputations have not been interrogated in depth, at least in part because it has been impossible to assess the international identities of students at particular schools. This is an important missing element: it explains which vantage points are prominent during class discussions, where a law school is likely to have and develop relationships with foreign universities, and from which countries future students are most likely to come. This article uses newly available data about the national identities of students to provide an overview of who is studying in the United States and where they are doing so. We analyze these student communities from two perspectives, each at the law school level: first, students from the same home country who connect around this commonality, and second, students from the same law school cohort but diverse home countries who coalesce around their experiences at that law school. By focusing our analysis on the level of an individual law school, we can provide insight into the distinctive nature of law school global identities
Fourth industrial revolution (4IR) impact in assessment practices: Equaliser in producing a global graduate of the future, University of Pretoria a case in point
Full text linkDisruptions in technology have impacted teaching and learning and, in particular for this paper, assessments in a rapid manner, with Covid-19 playing an accelerative role. Covid-19 forced universities to teach and assess students using online tools and platforms. This has, to some extent, raised concerns on whether this is necessary for the sustainability and resilience of teaching and learning in universities. Although the use of technology, such as Artificial Intelligence (AI) tools, in assessing students presents some challenges, like access and socio-economic conditions of a country like South Africa, it equally presents some benefits such as promoting authentic assessments, which ensures that critically thoughtful and reasoning graduates, who are able to deal with real life scenarios, and problems, are produced. This is premised, among others, on the fact that AI is a useful tool for academics to be able to prepare authentic assessments with minimal time and to achieve module outcomes. Thus, promoting quality teaching and learning by producing critically thoughtful graduates who have meaningful impact in society. Despite the challenges of technological usage in assessments, such as the compromise of student privacy through the use of protracting tools in assessments, there are benefits which have a positive impact on graduate attributes that are relevant in today’s world of work. Hence, the use of technologies must be promoted and carefully managed to balance the pros and cons
Law in historical fiction: A research-based approach to legal history and legal philosophy
Full text linkThis paper presents teaching experiences in a course offered to bachelor students at a faculty of law in the Netherlands. It aims to enable educators to replicate or utilise (parts of) the experiences in other environments. The paper explores the various characteristics of the course: its niche within the Law and Literature-movement; it being research-based (for students as well as tutors), rather than content- (or canon) based; its structure and objectives; and its role in terms of legal education with an academic context. In that last regard, the paper connects to legal history, thought, and philosophy
Civic responsibility and civic engagement: An innovative approach to skill development for law students
Full text linkUNESCO’ s in-progress reflections series identifies, among other focus areas for competencies and skills development, a citizenship curriculum that would encompass content such as peace, human rights, sustainability, development, values and ethics. These themes pertain adequately to legal education and practice. From an interdisciplinary approach, they offer opportunities for introducing experiential learning, when there is willingness to innovate. This paper presents a student civic initiative devised to translate theoretical knowledge acquired into direct civic engagement at the service of society. The initiative is an integral complement to the knowledge of law and basic legal skills. It puts students face to face with societal needs like human rights, development, cultural values and the diversity of their communities. At the same time, it cultivates in them a sense of personal responsibility to remedy societal inequalities in new ways, demonstrating how theory should inform practice. Their capacity to observe and analyse matters at hand sharpens faster and their critical reasoning improves. For instance, from real problems they see in society, they start looking at laws in a more critical manner. The attempt in presenting this paper is to show how the conceptual framework of unity of knowledge, from which true interdisciplinary approach stems, guided the idea of the civic initiative as a skill development opportunity for law school students. The paper will state the multifaceted problem the initiative set out to solve, its main aim and objectives, as well as the results of its initial phase of execution. The paper also envisages the scalability of the initiative as well as the investigative potential it opens up, regarding the many ways in which experiential learning enhances competencies and skills development in legal learning
Implementation and evaluation of a Collaborative Learning in Practice (CLiP) placement pilot for physiotherapy students in an acute hospital setting
No full textThe purpose of this paper is to discuss the implementation and evaluation of a Collaborative Learning in Practice (CLiP) placement pilot for physiotherapy students. This took place on an acute ward setting at a secondary care district hospital in the Southwest of England.
Participants included two second year physiotherapy students and two practice educators. The physiotherapy CLiP placement ran alongside an established nursing CLiP placement for six weeks. Feedback was gained from the physiotherapy students using a post-placement questionnaire which included a mix of open and closed questions. Informal feedback was gained from the practice educators via email and meetings.
The placement feedback gained highlights the benefits of using a CLiP model for student physiotherapy practice placements. The CLiP model promoted the students’ development of autonomy, caseload management, person centred care and communication, which are essential skills for qualification. Challenges included preparing and adjusting to the CLiP model.
More research is needed to explore the effectiveness of CLiP for physiotherapy students, however this pilot identified that it is important that the most appropriate ward setting is identified and that adequate training and organisation has been put in place before the placement commences.
This work highlights that a CLiP placement model can be beneficial for physiotherapy student placements and could be considered to help increase placement capacity. It also provides some guidance to enable others to implement the CLiP model
