Scholarship Of Learning Research Articles

Applying an Academic Literacies Lens to the Scholarship of Teaching and Learning (SoTL): A Scoping Review

Scholarship of teaching and learning (SoTL) is central to improving teaching, enhancing students’ learning experiences and ensuring practice is evidence-based. This study explores the insights gained by applying an academic literacies lens to the results of professional development initiatives (programmes, schemes, etc.,) designed to enhance features of faculty colleagues’ SoTL skills. A scoping review was conducted on Journal of University Teaching and Learning Practice (JUTLP) papers published from 2004-2023. Developing teaching practice is a central theme of JUTLP and the papers published across this timeframe provide a rich source from which to explore initial insights as a first step to potentially deeper explorations. The review identified four themes emerging from the qualitative data captured across the review sample: meaning-making together; journey of becoming; flattening of power; and context-specific identities. The analysis points to reasons why collaborative meaning-making opportunities are so valued within professional development initiatives. The academic literacies lens highlights issues of discourse, power, epistemology and identity, and consequently illuminates these collaborative moments as spaces that provide a knowledge and identity-based anchor for colleagues. This lens also stresses the destabilising and emotive nature of ‘becoming’ a pedagogic scholar. Implications of the findings are considered from an academic development perspective. Discussion centres particularly on how academic developers may work to support rather than jeopardise colleagues’ future SoTL trajectories.

Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

AbstractThere is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children’s grammar understanding, satisfaction, persistence, and confidence compared to a digital textbook. A total of 119 Japanese first- and second-graders participated in the study. They were randomly divided into groups studying English using “digital books” or “applications” over five days. Pre- and post-intervention tests and questionnaires were used to measure their understanding of the study content, satisfaction, persistence, and confidence in English. Application-based learning was more effective than digital books in terms of grammar comprehension and was significantly better for satisfaction and persistence. The results suggested the use of specific criteria for selecting multimedia learning materials, including a high degree of learner control, autonomy to manipulate the learning environment, feedback on learning activities, and guaranteed interactions with the learning materials.

Practical Teaching Design of Effective Self-directed Learning in Adult Learners

Based on the review and combing of the basic concepts of self-authority, this paper adopts the teaching case analysis method to show the process and practice of self-authority learning. This paper summarizes and condenses the characteristics of self-directed learning of adult learners, and puts forward some practical strategies to promote self-directed learning of adult learners.

A conceptual, strategic and implementation framework for the Scholarship of Learning and Teaching

A conceptual, strategic and implementation framework for the Scholarship of Learning and Teaching

Exploring international collaborative writing groups’ potential for community-based academic development around public SoTL

ABSTRACT This paper reports on a new version of the ISSOTL (International Society of the Scholarship of Teaching and Learning)-based International Collaborative Writing Groups (ICWGs), which has a specific focus on public scholarship. In this study, we focus on the community-based elements of the ICWGs-Public, and in particular on community-based academic development, including cross-institutional and international collaboration aspects of ICWGs-Public. In this qualitative study, we use Wenger and Wenger-Trayner’s communities of practice evaluation framework, which outlines seven levels of value, to explore the potential outcomes and benefits of ICWGs-Public, based on a series of semi-structured interviews with participants. ICWGs-Public show potential as a model for cross-institutional community-based academic development, particularly if the community of practice has a strong central focus, in this case public SoTL. Community-based academic development may therefore have an important role to play in extending SoTL beyond the academic realm.

Developing a framework for promoting interest and engagement of scholarship of teaching and learning for medical students

ABSTRACT Background The scholarship of teaching and learning (SoTL) is a field of academic research that focuses on improving learning through reflective and informed teaching. Currently, most SoTL-related work is faculty-driven; however, student involvement in SoTL has been shown to benefit both learners and educators. Our study aims to develop a framework for increasing medical students’ interest, confidence, and engagement in SoTL. Methods A student-led SoTL interest group was developed and a year-round program of SoTL was designed and delivered by student leaders of the group under the guidance of a faculty advisor. Individual post-session surveys were administered to evaluate participants’ perceptions of each session. Pre- and post-program surveys were administered to evaluate the program impact. Results The year-round SoTL program consistently attracted the participation of medical students and faculty. Survey responses indicated strong medical student interest in the program and positive impact of the program. Increased interest and confidence in medical education research were reported by the student participants. The program design provided opportunities for student participants to network and receive ongoing feedback about medical education research they were interested or involved in. Conclusion Our study provides insights for developing a framework that other institutions can reference and build upon to educate and engage students in SoTL.

“The best way to get to know a student is to know their community”: fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks

ABSTRACT This study sought to investigate the impact of an English as a second language methodology course in which we asked pre-service teachers (PSTs) to visit the communities served by their field placement schools for their mentored teaching practices in a linguistic community walk project. We aimed to understand the impact of a linguistic community walk project on PSTs’ understanding of the existing disparities in access to community resources for people from different linguistic backgrounds, and how this experience impacts their pedagogical orientations to support the teaching and learning of emergent multilingual learners. Drawing on the theory of critical multilingual language awareness, we observed the impact of the linguistic community walk project on PSTs’ language ideologies and envisioned pedagogy. Findings suggest that PSTs’ involvement in the project heightened their awareness of the importance of utilization of authentic and culturally relevant materials and resources in their classrooms. Additionally, the project helped PSTs move away from monolingual ideologies by critically reflecting on the marginalization of minoritized communities in community spaces, indicating a wider potential of the approach for teacher education programs.

Learning path recommendation with multi-behavior user modeling and cascading deep Q networks

An online learning platform has become an important channel for learners to obtain knowledge due to its easy access and rich resources. In order to meet online learners' short-term needs with frequent changes and long-term learning goals during learning process, this paper focuses on user modeling and learning path recommendation, and we propose a new method for learning path recommendation through multi-behavior user modeling and cascading deep Q networks (cDQN-PathRec). Our model uses a knowledge graph-based multi-behavior transformer architecture for users’ state modeling, in which a learner's knowledge background, learning styles, learning settings, and learning preferences are taken into consideration. We use a cascading DQN with a two-level reward function to help an agent converge towards a balanced overall and local optima and to generate a learning path recommendation. Comprehensive experiments on two real-world online learning datasets demonstrate effectiveness of the proposed cDQN-PathRec method.

온라인 수업 환경에서 대학생이 지각하는 온라인 수업 장점, 교수자와의 상호작용, 도전적 학습경험, 역량 향상 인식 및 기대 간의 관계

This study is a study conducted based on the learner's learning experience in the context of online class. As a result, it was found that the interaction with the professor had a significant effect on the level of competency improvement and the expected level of competency improvement. Second, it was found that the recognition of the advantages of online classes affects the challenging learning experience. Third, it was found that the challenging learning experience mediates the content of interaction with the professor and the degree of competency improvement, the content of interaction with the professor, and the expected degree of competency improvement. Fourth, it was found that the challenging learning experience mediates the recognition of the merits of online classes and the degree of competency improvement, the recognition of the advantages of online classes, and the expectation of capacity improvement. Finally, it was found that the degree of competency improvement mediates the content of interaction with professors, the expected level of competency improvement, the challenging learning experience, and the expected level of competency improvement. The results of this study can be significant in deriving considerations to improve the quality of online classes.

Scholarship of Learning of Students at Higher Education: The Role of Study Culture and Self-Fulfilling Prophecy

The study has been designed to examine the study culture, self-fulfilling prophecy, and learning skills of the students at the tertiary level. The study culture is very important for the learning of students at all levels, including primary, secondary, and tertiary levels. In the same case, self-fulfilling prophecy also enhances the learning skills of male and female students in higher education. This study has been conducted at the Hafiz Hayat Campus of the university. A survey method and a proportionate random sampling technique were used to draw a sample of 265 students. However, 235 students participated in the study. A structured questionnaire has been used to collect information from 30 students, and Cronbach Alpha has been reported to be more than .700. The study findings report that students use lecture notes, study online, and try to develop their performativity. The statistical analysis reveals that studying in groups, studying online, and studying lecture notes have favourable effects on the learning skills of students at the tertiary level. Further, communication skills and critical skills have also been found to be strong predictors of the learning skills of university students. Hence, it has been concluded that the learning skills of the students have been predicted by several factors at the tertiary level.

Scholarship of Learning of Students at Higher Education: The Role of Study Culture and Self-Fulfilling Prophecy

The study has been designed to examine the study culture, self-fulfilling prophecy, and learning skills of the students at the tertiary level. The study culture is very important for the learning of students at all levels, including primary, secondary, and tertiary levels. In the same case, self-fulfilling prophecy also enhances the learning skills of male and female students in higher education. This study has been conducted at the Hafiz Hayat Campus of the university. A survey method and a proportionate random sampling technique were used to draw a sample of 265 students. However, 235 students participated in the study. A structured questionnaire has been used to collect information from 30 students, and Cronbach Alpha has been reported to be more than .700. The study findings report that students use lecture notes, study online, and try to develop their performativity. The statistical analysis reveals that studying in groups, studying online, and studying lecture notes have favourable effects on the learning skills of students at the tertiary level. Further, communication skills and critical skills have also been found to be strong predictors of the learning skills of university students. Hence, it has been concluded that the learning skills of the students have been predicted by several factors at the tertiary level.

A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning

Wayfinding, which is a part of learning in connectivist learning, involves consolidating a wide variety of resources and information and building connections among them. However, learners often encounter difficulties in wayfinding, and are lost without technological support in connectivist learning. This study examined the wayfinding processes occurring within a network of learners in a personal social knowledge network (PSKN), explored differences in behavior patterns between high and low performers in PSKN. The results reveal the diversity and complexity of wayfinding in a PSKN, including finding and connecting nodes, forming cognitive maps, finding and filtering information, and creating new nodes. Moreover, the characteristics of wayfinding in the PSKN differed across participants, and high- and low-performing participants demonstrated different and unique wayfinding behavioral patterns, which provided a basis for comprehensive analyses of wayfinding. These findings can be used to provide instructional support and network navigation in connectivist learning for learners at various performance levels. The proposed PSKN shows promise in facilitate wayfinding including finding nodes and connecting nodes, as well as relations between knowledge nodes and the course base demonstrated by PSKN, providing great convenience for learners to form cognitive maps based on the node sequence. Compared with current studies, this research focuses on diversified interaction data and resource behavior rather than teaching videos and quizzes or exercises as the main resources and considering that course and technological factors influence the ways in which learners access resources in connectivist learning.

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

The rise in technology-rich learning environments is reflective of a global trend in higher education (HE), recently accelerated because of necessary digital teaching and assessment practices embraced during the Covid-19 pandemic. This qualitative study facilitated through focus groups and an interview explores the teaching and learning experiences of tertiary level students in the Covid-19 era. Data from 24 students based within a UK Higher Education Institution highlights how an expanded digital environment can optimise conditions for some students to independently practise and apply what they are learning at their own pace. Digitally enhanced opportunities to interact with teaching staff and learning resources also increased the options for these students to experience themselves as competent members of the HE community. This was particularly relevant for first-year students new to the processes and practices of tertiary education. In contrast, third year students with more experience of HE appeared less reliant on the provision of online learning resources. Participants also identified some potential problems associated with the enhanced flexibility of online teaching and learning resources in relation to students’ ability to be self-regulated. This paper rationalises the need for educators and educational and learning developers who teach and undertake scholarship in teaching and learning to consider the sociocultural context of the student and their learning environment when designing teaching activities and curricula. The data presented here highlight the need for a clearly defined framework to underpin the integration of digital technologies with on-campus activities.

Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.

Examining secondary school teachers’ in – service training through bachelor of education degrees block release part – time programme in Zimbabwe

Similar to its influence on other spheres of life, globalisation is changing the teaching and learning context, causing universities to explore new curriculum formats that may offer better fit with diverse student learning needs. One such format in the intensive mode delivery (IMD) category is the block – release part – time degrees programme, which comprises conventional traditional approaches and open and distance learning aspects. This case study sought to find out if the Bachelor of Education (BED) Degrees block release part – time programme offered in Zimbabwe by University R at Teachers’ College M as a centre, was developing desired teacher competences. Through structured interviews, data were collected from teacher educators and in – service teachers / teacher candidates in the programme. Coding and data reduction cumulated into themes upon which interpretation was based. Findings show that the BED block release part – time programme is a viable option which equips in – service teachers with degree qualifications for effective secondary school teaching and learning. However participants raised concerns about lack of time for them to develop competences in using learner – centred strategies. Teacher educators’ modelling of application of learner – centred teaching and learning strategies and teaching and learning media were identified as empowering in developing desired competences for in – service teachers to facilitate learning of diverse learners. However, based on findings, it is recommended that textbooks, time and teaching and learning media which currently lack, should be made available in the block release part – time degrees programme at University R centres, to ensure that in – service teachers are fully prepared to facilitate learning, through learner – centred strategies.

What Do Hebbian Learners Learn? Reduction Axioms for Iterated Hebbian Learning

This paper is a contribution to neural network semantics, a foundational framework for neuro-symbolic AI. The key insight of this theory is that logical operators can be mapped to operators on neural network states. In this paper, we do this for a neural network learning operator. We map a dynamic operator [φ] to iterated Hebbian learning, a simple learning policy that updates a neural network by repeatedly applying Hebb's learning rule until the net reaches a fixed-point. Our main result is that we can "translate away" [φ]-formulas via reduction axioms. This means that completeness for the logic of iterated Hebbian learning follows from completeness of the base logic. These reduction axioms also provide (1) a human-interpretable description of iterated Hebbian learning as a kind of plausibility upgrade, and (2) an approach to building neural networks with guarantees on what they can learn.

Navigating Learning for Learners with Special Educational Needs (LSEN) in South Africa: Barriers and Recommendations

Approximately 3.5 million Persons With Disabilities (PWD), comprising 6.6% of the population live in South Africa. In South Africa, PWDs are confronted with challenges rooted in historical power imbalances and amplified by social and economic inequalities. Among these issues, the barriers to learning for learners with special educational needs (LSEN) are of particular concern. The purpose of the paper is to provide mitigation strategies for learning barriers encountered by LSEN in South Africa. The paper was guided by a qualitative integrative review (IR) research methodology. The findings highlighted various obstacles identified in research conducted at both global and national levels, including insufficient educator training, resource deficiencies, limited policy implementation, and challenges arising from the COVID-19 pandemic. Furthermore, South Africa’s educational framework, adapted from similar contexts, presents unique hurdles. By elucidating these findings, recommendations are made to mitigate these challenges through special educational needs, social context, and technology training, transformed curriculum and the introduction of class assistants. Moreover, specialised support from the Department of Basic Education (DBE) is advocated for and increased psychosocial and parental support is encouraged. The findings also propose the reinstatement of vocational-related school subjects for LSEN. This paper makes a meaningful contribution to the field of special education in South Africa by identifying the challenges encountered by LSEN and proposing viable solutions to address them. Keywords: Learners with Special Educational Needs (LSEN), Persons with Disabilities (PWD), Learning Barriers, Learners, COVID-19

Field Experts’ Evaluation of a Web-based Academic Vocabulary Learning Resource for ESL Pre-university Learners

Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resource’s technical, design, content, and pedagogy aspects, following Kartal and Uzun’s (2010) criteria for good language learning websites. A questionnaire survey was distributed to six field experts from various Malaysian tertiary education institutions specializing in vocabulary learning and e-learning. The quantitative data collected were analyzed descriptively using SPSS. The results indicate that the experts highly evaluated the web resource, suggesting it meets the essential criteria for a well-designed English language learning website. With the recommended improvements, the web resource has the potential to enhance academic vocabulary learning for ESL pre-university learners significantly. This study contributes valuable insights for developing and implementing effective web-based learning resources in ESL classrooms.

Improving Equitable Access to Graduate Education by Reducing Barriers to Minoritized Student Success

Structural inequities in graduate education perpetuate inequity for students with historically minoritized identities. This paper reviews previous reports of inequities faced by students with minoritized identities and suggests a path forward for improving equitable access to doctoral study. Specifically, this paper suggests investing in the scholarship of teaching and learning while using Gardner’s model of doctoral student development to provide targeted support at different levels of operation: the institution, the department, and the individual. Evidence for suggested supports is also provided and a call for further research on the effects of such programs for recruitment, retention, and graduation of minoritized students is made.

Equality and Diversity in Learning through Differentiated Instructions

Calls for effective instructional strategies persist to appropriately address the diverse learning needs of learners through differentiated instruction, despite numerous futile attempts to raise teaching and learning standards globally and with the growing zeal towards equality and diversity of all learners in today’s classrooms. In order to satisfy the aspirations and requirements of every learner, this presentation will explain the meaning, justification, legislation, and principles of equality and diversity. It will also provide guidance to educators and other stakeholders on utilizing differentiated instructions to promote equality in educational environments. The presentation explores various frameworks, as evident in the literature and global surveys, unanimously acknowledging that each learner learns differently. This recognition gave rise to the theory of differentiated instruction, which considers individual learner differences in modifying the type of content delivered, the assessments conducted, the sequence of content delivery, and/or various other learner characteristics. In order to promote equality among all different types of learners, the presentation clarifies the concept of differentiated teaching and offers suggestions for its implementation in inclusive classroom settings. In conclusion, the presentation underscores current equality or inclusive practices and the roles and solutions that differentiated teaching may play in helping all diverse learners across educational environments.
 Keywords: equality, diversity, differentiated instruction, learning