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Bryce, Nadine – Journal of University Teaching and Learning Practice, 2014
In an online context, without facial, verbal or gestural cues, establishing identities through naming social positions appeared essential to effective written communication for graduate pre-service teacher candidates enrolled in a course on literacy education for elementary students. As they engaged in small group asynchronous discussions about…
Descriptors: Preservice Teachers, Graduate Students, Discussion Groups, Computer Uses in Education
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Kearney, Sean P.; Perkins, Tim – Journal of University Teaching and Learning Practice, 2014
In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from…
Descriptors: Learner Engagement, Student Evaluation, Self Evaluation (Individuals), Peer Evaluation
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McWilliams, Robyn; Allan, Quentin – Journal of University Teaching and Learning Practice, 2014
Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery…
Descriptors: Literacy, Academic Discourse, Best Practices, College Instruction
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O'Keefe, Patricia; Rienks, Jane H.; Smith, Bernadette – Journal of University Teaching and Learning Practice, 2014
This research investigates how students used or "blended" the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which…
Descriptors: Blended Learning, Accounting, Business Administration Education, Educational Resources
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Karathanos, Katya A.; Mena, Dolores D. – Journal of University Teaching and Learning Practice, 2014
Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how…
Descriptors: English Language Learners, College Students, Schools of Education, Academic Discourse
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de Jong, Nynke; Könings, Karen D.; Czabanowska, Katarzyna – Journal of University Teaching and Learning Practice, 2014
The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong…
Descriptors: Online Courses, Public Health, Labor Market, Lifelong Learning
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Turkich, Kent; Greive, Shane; Cozens, Paul M. – Journal of University Teaching and Learning Practice, 2014
This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively…
Descriptors: Team Teaching, Mentors, College Instruction, College Faculty
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Rockinson-Szapkiw, Amanda J.; Heuvelman-Hutchinson, Lorene; Spaulding, Lucinda – Journal of University Teaching and Learning Practice, 2014
The purpose of this study was to examine the influence of online doctoral students' interactions via peer initiated and university initiated technology on their sense of connectedness. The participants of this study were 132 doctoral candidates enrolled in an online Doctor of Education program located in the United States. Findings from this study…
Descriptors: Doctoral Programs, Graduate Students, Electronic Learning, Social Networks
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Mejía, Glenda – Journal of University Teaching and Learning Practice, 2014
This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher's role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has…
Descriptors: Case Studies, Anxiety, Spanish, Second Language Instruction
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Luhanga, Florence L.; Larocque, Sylvie; MacEwan, Leigh; Gwekwerere, Yovita N.; Danyluk, Patricia – Journal of University Teaching and Learning Practice, 2014
There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise,…
Descriptors: Academic Failure, Professional Education, College Faculty, Qualitative Research
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Hernandez, Carola; Ravn, Ole; Forero-Shelton, Manu – Journal of University Teaching and Learning Practice, 2014
This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use of the Critical Research model proposed by Skovsmose…
Descriptors: Science Instruction, Undergraduate Study, Physics, Foreign Countries
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Kariyawasam, Kanchana; Low, Hang Yen – Journal of University Teaching and Learning Practice, 2014
This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a…
Descriptors: Business Administration Education, Law Related Education, Large Group Instruction, College Instruction
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Hughes, Katie; Brown, Claire – Journal of University Teaching and Learning Practice, 2014
This paper begins by outlining the "education revolution" policy direction of the Australian federal government, and the ways in which it envisages meeting its goal of having a 40% of the population between 25 and 34 with a Bachelor's degree by 2025, and ensuring that 20% of tertiary students come form LSES backgrounds. This is…
Descriptors: Foreign Countries, Secondary Education, Postsecondary Education, Cultural Capital
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Hendry, Graham D.; Jukic, Katherine – Journal of University Teaching and Learning Practice, 2014
Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers' use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of them…
Descriptors: Foreign Countries, College Faculty, Student Evaluation, Evidence
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Hodgson, Yvonne; Brack, Charlotte; Benson, Robyn – Journal of University Teaching and Learning Practice, 2014
This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL)…
Descriptors: Foreign Countries, Biology, Science Instruction, Case Method (Teaching Technique)
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