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1 – 10 of 351Kulpatra Sirodom, Cristian Loza Adaui, André Habisch, Theodore Malloch and Gilbert Lenssen
The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student…
Abstract
Purpose
The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.
Design/methodology/approach
An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.
Findings
After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.
Research limitations/implications
This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.
Practical implications
Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.
Social implications
Faculty can be more intentional in how they engage students in their online course experience.
Originality/value
This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.
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Buddhini Gayathri Jayatilleke, Gaya R. Ranawaka, Chamali Wijesekera and Malinda C.B. Kumarasinha
The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.
Abstract
Purpose
The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.
Design/methodology/approach
This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment.
Findings
It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges.
Research limitations/implications
This study was based on the findings of a small sample of potential users.
Practical implications
The findings have implications for designing culturally adaptive interactive mobile applications.
Originality/value
This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.
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Daniil Muravskii and Snezhana Muravskaia
In this work, we discuss the gap between teaching the understanding that engaging in corporate social responsibility (CSR) activities is important and showcasing it as a normal…
Abstract
In this work, we discuss the gap between teaching the understanding that engaging in corporate social responsibility (CSR) activities is important and showcasing it as a normal practice for different companies and situations – not just for multinational enterprises (MNEs) or as a case of charity. We highlight an important possible gap in CSR education, which prohibits students and graduates from effectively aligning business objectives with applying technological solutions to social and environmental problems. It is our belief that the poor statistics concerning social entrepreneurship growth in Russia contribute to particular flaws in CSR education for future managers and specialists in medium and large private enterprises, particularly for undergraduate and pre-experience graduate programs. The case of applying modern educational technologies to compensate for the inability to integrate the studied solutions to environmental problems with own goals is described.
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In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP…
Abstract
Purpose
In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP) method and showcase how it can be applied in entrepreneurship education. To this end, this paper presents a learning innovation in which DP improves entrepreneurial competencies.
Design/methodology/approach
The paper describes an entrepreneurship training in which participants, over a seven-week period, learn about DP and use this approach to develop an aspect of an entrepreneurial competency of their choosing.
Findings
Evaluations show that participants find both short- and long-term gains in their competency development, and value having learnt a competency development method as well.
Practical implications
The presented format is designed in accordance with the DP principles as originally described in the literature on expert performance, and shows that DP can be applied in the context of entrepreneurial competency development at lower levels of proficiency. Entrepreneurship educators interested in competency development can consider to adopt (aspects of) the described approach.
Originality/value
The format applies DP principles as described in the literature on expert performance. The value lies in the short- and long term effects of the training.
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Jessa Henderson and Michael Corry
A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.
Abstract
Purpose
A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.
Design/methodology/approach
A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.
Findings
Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.
Research limitations
The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.
Originality/value
Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.
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Stefan Dreisiebner, Anna Katharina Polzer, Lyn Robinson, Paul Libbrecht, Juan-José Boté-Vericad, Cristóbal Urbano, Thomas Mandl, Polona Vilar, Maja Žumer, Mate Juric, Franjo Pehar and Ivanka Stričević
The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to…
Abstract
Purpose
The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects.
Design/methodology/approach
A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire.
Findings
The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation.
Originality/value
This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study.
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Rebecca Rogers, Martille Elias, LaTisha Smith and Melinda Scheetz
This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy…
Abstract
Purpose
This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).
Design/methodology/approach
We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.
Findings
Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.
Originality/value
This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.
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Tamara Poje and Maja Zaman Groff
To build public trust in the accounting profession, previous research studies have stressed the need for ethics education. This present research aims to investigate the effects of…
Abstract
Purpose
To build public trust in the accounting profession, previous research studies have stressed the need for ethics education. This present research aims to investigate the effects of teaching ethics using the ethics education toolkit (EET) developed by the International Accounting Education Standards Board on accounting students’ moral judgment.
Design/methodology/approach
An experimental design was used to determine the effects of teaching ethics using the EET on moral judgment. Data were obtained using the multidimensional ethics scale questionnaire and analysed with multiple linear regression. Factor analysis was performed to obtain the four moral philosophies defined in the literature.
Findings
The results confirm that use of the EET improves the moral judgment of accounting students. The influence of utilitarianism and relativism on moral judgment was reduced, while the students’ ability to recognise violating an unwritten contract as an unethical act was improved. Contrary to expectations, the influence of justice on moral judgment decreased.
Practical implications
The study may benefit academics by showing positive outcomes of EET use. The EET is a well-developed teaching tool, also suitable for educators insufficiently qualified to develop their own ethics courses or facing time constraints.
Originality/value
The EET was developed to support implementation of ethics education in programmes for professional accountants. By investigating the applicability and effects of the tool in higher education, this study aims to develop moral judgment in accounting students before they enter the accounting profession.
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Abstract
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