journal article
Download Only Collection
Home
doi: 10.1080/14703297.2018.1459199pmid: N/A
Considerable efforts have been made to predict success in medical degrees. Much of the work has focused on failing students, so little is known about performance stability in medical students who pass and become doctors. If we can predict performance, we can better plan interventions and set standards. We tested the predictive capability of first year assessment on final year assessment marks in 314 graduating medical students. A linear regression model showed around half the variance in final year performance is explained by first year performance despite the very different nature of early assessment. Marks at graduation can be predicted with some accuracy using only first year results. With this information, we can better anticipate student performance and set defensible passing standards. Either first and final year assessment measures the same underlying attributes (cognitive ability, conscientiousness), first year assessment provides an absolutely critical foundation for graduation, or both.
Costley, Carol; Nottingham, Paula
doi: 10.1080/14703297.2017.1417885pmid: N/A
The search and review of literature is a vital process for many higher education studies and often, an essential part of the research process. This paper focuses on the requirements of students based in the workplace who are doing work-based projects. Practitioner Researchers (PRs) use an iterative process that looks at the context and theories in use being explored as well as utilising expertise and professionally-generated materials in their field. This approach, discussed with academic and professional team members, favours a transdisciplinary structuring of knowledge that does not privilege academic sources but also recognises the importance of innovation based in the workplace. The authors argue that as more programmes are developing resources and strategies for PRs, there is a need to accommodate a redefined boundary for the search and review of literature, knowledge and information for higher education work-based research projects.
Xiao, Li; Larkins, Randy; Meng, Lijun
doi: 10.1080/14703297.2017.1415815pmid: N/A
College students’ autonomous learning (AL) is becoming more important in the information era. The flipped classroom model is gaining great attention, for it is viewed as one of the most effective teaching strategies for accelerating students’ AL. Undoubtedly, educators play a significant role in this process. Using a sociocultural lens, this qualitative case study focused on the complex and holistic nature of enhancing college students’ AL and explored the mechanism and routines to improve their AL using a flipped teaching model. Qualitative interviews from 8 teachers about their experiences in improving students’ AL in flipped classes, in addition to observations in both classrooms and teacher education workshops, and related artefacts, were collected and analysed by constant comparative coding. From this evidence, a TRACK effect model was constructed and presented via a visual circle to explain how college students gradually develop AL in a flipped classroom with scaffolds offered by their instructors.
Akman, Ibrahim; Turhan, Cigdem
doi: 10.1080/14703297.2017.1407250pmid: N/A
This study aims to explore the differences between male and female users’ behaviour with regard to acceptance of social media for learning in higher educational institutions. For this purpose, a survey was conducted and the least square regression analysis approach was utilised to investigate the relationships among the constructs in the research model for male and female users from a general and ethical perspective, focusing on the reliability, performance and awareness factors. The findings from the analysis reveal that a significant degree of diversity is present in the factors represented by ‘general reliability’, ‘ethical reliability’, ‘ethical performance’, ‘ethical awareness’ and ‘ethical intention’.
Taylor, Mark; Baskett, Mike; Allen, Mark; Francis, Hulya; Kifayat, Kashif
doi: 10.1080/14703297.2017.1389653pmid: N/A
Animated learning materials have the potential to support the teaching and learning process. In this paper, we examine the comparative usefulness of animated and static learning materials for teaching cyber security concepts to a group of UK undergraduate computer science students. The animated cyber security learning materials appeared to be viewed by the undergraduate computer science participants overall as being slightly more informative than the equivalent static learning materials for learning some cyber security concepts.
doi: 10.1080/14703297.2017.1322996pmid: N/A
This is a case study of one student’s mobile device use in HE. We draw on data generated by extended interviews to illustrate the learning practices and dispositions the student, now a co-author, evidenced with his smartphone and other devices whilst producing a third-year undergraduate assignment. We describe the process of assembling a complex academic text across multiple mobile internet-enabled devices. We aim to illuminate some contemporary mobile learning practices, and hence contribute to the discourse on pedagogy, assessment and mobile learning in HE. The paper is timely because although smartphones and internet access are near-ubiquitous in universities, there is relatively little extant research which reports in detail on the ways in which students actually use these technologies in their everyday learning and lives.
Vahed, Anisa; Cruickshank, Gillian
doi: 10.1080/14703297.2017.1279068pmid: N/A
This paper explores students’ experiences of academic support within the teaching of undergraduate research. Although the literature on undergraduate teaching documents the value of this support, few studies have assessed this area of work within the teaching and learning of undergraduate research in a South African context. This is considered significant within the field of academic development in view of indications from the South African Council on Higher Education that the curricula contain key transitions for which students are differently prepared. A qualitative research design and a case study methodology were used. Lee’s conceptual framework on research supervision was used to analyse students’ reflective reports and interview feedback. The main findings of this study revealed that academic support in the teaching of undergraduate research enabled students to progressively manage, question and analyse their research. Potentially, the integration of academic support into the teaching-research nexus supports graduate attributes.
Valenzuela, Leslier; Jerez, Oscar M.; Hasbún, Beatriz A.; Pizarro, Verónica; Valenzuela, Gabriela; Orsini, César A.
doi: 10.1080/14703297.2017.1295877pmid: N/A
In response to the continuous changes in Latin American higher education and the increasing demands for better prepared professionals, the Learning Connected to the Organisational Environment method was introduced in the course of Marketing at one public University in Chile. This was aimed as an integrated approach to education, providing pedagogical and social value by connecting organisations and real challenges with the learning objectives. This paper describes its design, implementation and initial impact on students’ learning process. Results on the impact of the LCOE method show that students valued learning with this new initiative (n = 158) and showed higher performance and improved quality of their written reports, along with higher evaluations of the teaching staff compared to students in the same course learning with traditional methods (n = 158). Discussion is centred on the value of this initiative and on suggestions for transference and future research.
Showing 1 to 10 of 14 Articles