Learning Partnerships Research Articles

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

ABSTRACTA growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.

Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter?

ABSTRACT Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higher-quality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided.

Towards a framework for higher education for marine spatial planning

The implementation of marine spatial planning (MSP) is bringing together a new body of practitioners who are largely drawn from related professions but have relatively little specific education, training or qualifications in MSP. This is partly due to the newness of the field and the limited opportunities available for personal development. Educational capacity is developing, though MSP content is mostly being added on to existing marine-related programmes. Taking a learning-centred approach, this article seeks to contribute to the development of higher-education curricula that can support a newly-forming MSP practitioner and research community. The proposals presented here are based upon existing educational provision, the ongoing experience of an Erasmus+ partnership in MSP teaching and learning and the results of a related survey. This lays emphasis upon enabling students: to gain a comprehensive, cross-disciplinary body of knowledge and understanding; to develop a strong set of academic and professional skills to underpin MSP practice and research; and to benefit from a variety of methods of learning, teaching and assessment that are designed to facilitate autonomous learning and skills development. Educators should be encouraged to respond to current practice needs and work collaboratively with students in developing courses that respond to their concerns and ambitions.

Critical Dialogue to Open Doors for Leadership.

This chapter explores how the high-impact practice of critical, intergroup dialogue connects leadership with the broader learning objectives in the liberal arts. Based on experiences with building partnerships for leadership learning at their own university, the authors offer lessons for fostering cross-unit collaboration.

Improving collaborative learning: Guiding knowledge exchange through the provision of information about learning partners and learning contents

Various studies have revealed the positive influence of group awareness support on collaborative learning. They attributed this effect to the availability of information about learning partners but did not yet consider learners' prior knowledge activation, possibly caused by additionally provided information about the content of learning material. Moreover, advanced technologies such as text-mining methods enable the automated identification of material-related content of learners' prior knowledge. Providing co-learners with such information might further improve their topic selection and knowledge integration during knowledge exchange due to enhanced activation. Thus, to investigate the individual effects of both types of information and the effects of combining both, the present experimental study (N = 120) systematically varies information about learning partners (available/unavailable) and information about learning contents (specified/unspecified) in a 2 × 2 between-design. We found tendencies that learners with available partner-related information address more task-specific concepts in explanations, but detected neither effects of specified information about learning contents nor interaction effects. Further 2 × 2 mixed-designs that included co-learners’ prior knowledge levels as within-variables demonstrated that providing specified information about learning contents significantly improves questioning strategies and partner-related information significantly improves audience design in explanations. Finally, a mediation analysis suggested a significant indirect effect claiming that the knowledge integration level and partner modeling accuracy mediate the effect of available partner-related information on knowledge recall if this information is not content-specific. Hence, specified information about learning contents apparently guides metacognitive regulation with regard to identifying and filling own knowledge gaps. By contrast, plain partner-related information apparently evokes deeper cognitive elaboration.

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

ABSTRACT A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.

Editorial: Volume 3 (2018): Special Issue

Welcome to Volume 3 of the ATLAANZ Journal (2018), a four-part special issue entitled “Tertiary Learning Advisors on Aotearoa/New Zealand: Identity and Opportunity”, that presents a comprehensive research project undertaken by Caitriona Cameron (HoD: Academic and Career Skills, Library Teaching and Learning at Lincoln University) and founding member, former President (2009-2010) and Executive Committee member of the Association of Tertiary Learning Advisors Aotearoa/New Zealand. ATLAANZ Journal invites submissions on topics relevant to the tertiary learning advisor community (such as higher education, learning partnerships, responding to environmental changes, innovative practice, and working with students (including International, postgraduates, Māori, Pasifika and Rainbow). We provide mentoring and support for new authors, and are also keen to hear from colleagues interested in acting as peer-reviewers. Please send expressions of interest to deborah.laurs@vuw.ac.nz.

What attributes guide best practice for effective feedback? A scoping review.

There has been an observed increase in literature concerning feedback within the last decade, with the importance of feedback well documented. Current discourse promotes feedback as an interactive, dialogic process between the learner and the learning partner. While much has been written about effective feedback, less is known about key elements that support dialogic feedback. It is therefore important to investigate what is known about the elements that guide best practice for effective feedback. A scoping review of the extant literature following Arksey and O'Malley's methodology was conducted. A search of literature published in English identified sixty-one publications eligible for this review. Publications were representative of the international literature from both empirical and non-empirical sources. Feedback elements were extracted from the included publications and categorised into 11 core attributes. The attributes identified feedback as: being a process; criteria-based; requiring multiple forms and sources of data/evidence; needs to be desired by the recipient (i.e. invited and welcomed); timely; responsive to the learner (i.e. tailored to developmental needs/learning preferences of the learner); frequent; future-focussed; reciprocal (i.e. two-way); involves skilful interaction; and is multidimensional (i.e. engages the learner in more than one way). Despite the rhetoric on feedback as a 'dialogic process', a gap remains in our understanding around what is required to engage the learner as an equal partner in the feedback process. Further research exploring the impact of specific aspects of the feedback process on practice is required.

Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model

As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.

Care Coordination Using a Shared Plan of Care Approach: From Model to Practice

IntroductionChildren and youth with special health care needs (CYSHCN) need, but do not have, adequate care coordination (CC); CC leads to better pediatric care, improved family/professional experience of care, and enhanced population health. Current CC initiatives are promising but lack adherence to emerging definitions/standards. A Lucile Packard Report provides guidelines for using a Shared Plan of Care (SPoC) as a CC approach; studied implementation is needed. PurposeThe studied implementation of the Riley Care Coordination Program (RCCP) set out to: 1) illuminate components of family-centered, interdisciplinary, team-based care/coordination and SPoC, use 2) underscore family participation/engagement 3) reveal implementation processes/lessons learned. MethodsChildren (ages 2–10) with neurodevelopmental disabilities were referred by subspecialists; families agreed to participate in RCCP from a children's hospital ambulatory care setting. RCCP team used a five-phase workflow to implement CC: (1) Family Outreach/Engagement 2) Family and Team Pre-Visit Work, 3) Population-Based Teamwork, 4) Planned-Care Visits/SPOC “Co-Production”, 5) Ongoing Care Coordination and Community Transfer. Family surveys and SPoC goals informed an evaluation. ResultsChildren (268) with neurodevelopmental disabilities enrolled/completed the 6-month RCCP; it was a feasible endeavor. The co-produced SPoC supported families/care neighborhood partners to meet goals/unmet needs. Team plan-do-study-act improvement cycles informed RCCP enhancements. Discussion/ConclusionEliciting/using family goals to drive CC emphasized family priorities; children/families gained interventions, treatments, confidence and navigation skills. Going beyond episodic, reactive care, RCCP achieved better CC with care neighborhood learning partnerships. Investing in this quality care coordination with fidelity to national standards holds promise.

Building learning partnerships between schools and universities: an example from south-west England

ABSTRACTIn this article we examine the efforts of a University in south-west England to develop long-standing relationships with some partnership schools into a richer association modelled on university practice schools. These are used widely in countries such as Finland, Japan and Hungary, and offer trainee teachers high-quality practica with expert teachers while providing opportunities for university staff to keep their practice up to date and to collaborate in school-based research. Using the research approach of ‘Appreciative Inquiry’, which builds on the strengths of a social system to shape future sustainability and development, we focus on the experience of three partnerships. In each school a University-based Researcher-in-Residence was paired with a partner teacher or senior leader. We draw on the notion of a ‘third space’ to examine the ways in and the extent to which the partners in each school have created a non-hierarchical space for collaborative working.

Adaptive Learning: A Stabilizing Influence Across Disciplines and Universities

This study represents an adaptive learning partnership among The University of Central Florida, Colorado Technical University, and the platform provider Realizeit. A thirteen-variable learning domain for students forms the basis of a component invariance study. The results show that four dimensions: knowledge acquisition, engagement activities, communication and growth remain constant in nursing and mathematics courses across the two universities, indicating that the adaptive modality stabilizes learning organization in multiple disciplines. The authors contend that similar collaborative partnerships among universities and vendors is an important next step in the research process.

Partners in Learning: A Collaborative Model to Increase the Number of Baccalaureate-Prepared Nurses

One bachelor of science in nursing (BSN)-granting institution sought to break down the barriers that many registered nurses encounter by forming partnerships with community colleges in the state to improve access and create as seamless a transition as possible from associate degree in nursing (ADN) to BSN. The following describes the current model used by 1 school, which would not be possible without the support and dedication of the community college partners.

Engaging Students as Participants and Partners: An Argument for Partnership with Students in Higher Education Research on Student Success

Student success is of the upmost importance across the global higher education sector with a wealth of rich scholarship demonstrating the complexity of influences and factors that shape success. This article acknowledges that complexity and focuses on how students perceive, and partner in, shaping notions of their learning success through an analysis of two in-depth case studies. I draw on the theoretical framework of students as partners in learning and teaching. Broader implications are articulated followed by a specific focus on cross-cultural partnership from the perspective of a Chinese student partner. I argue that higher education scholars researching student success and learning outcomes should take seriously the perceptions of students to inform practice and policy, while also partnering with students in our own research to more genuinely comprehend the complexities of student success.

日本語コミュニティを学習者のパートナーとする―拡張現実（AR）を使い日本語学習者と話者を結びつける―

日本語コミュニティを学習者のパートナーとする―拡張現実（AR）を使い日本語学習者と話者を結びつける―

Evaluation of the first year of Dental Health Partnerships: a web-based distance learning partnership between UK dental educators and students from low-resource countries.

To introduce and discuss the results of a newly-founded online, distance learning organisation, Dental Health Partnerships. The motivation behind the project is to bridge the gap between dental educators in the UK and dental students in low-resource communities. The results of the first partnership with Amoud Dental University, Somaliland, are presented. Sixteen tutorials were conducted between February 2016 and June 2016 for the final year dental students via an online virtual classroom (WizIQ). Sixteen students participated in the weekly tutorials, each of which lasted for approximately 90 minutes. The students were sent online questionnaires at two stages during the study to qualitatively evaluate their experience. Nine of the sixteen students responded to both questionnaires. One-hundred percent of the participants were 'very satisfied' or 'satisfied' with the programme at the end of the year. The attendance and participation rates for the weekly sessions were positive. The students had theoretical knowledge of the topics, however, the application of theoretical concepts to clinical scenarios was a challenge. The results of the first year of the partnership indicates the relevance of case-based tutorials to dental practice in Somaliland, equipping students with the clinical-based knowledge to be effective in the field after graduation.

Student advancement in tertiary learning environments:: Shift from the obstacle course to the dancefloor

This paper explores a path for those of us in the university classroom to re-think our approach to the millennial students we teach. The research question ponders what foremost initiatives we may implement to advance our students’ learning. A signposted series of ideas is posted and prompted by the first four letters in the alphabet. “A” is for “Activating our Millennial Learners.” This is call to set our students up for success at the start. “B” stands for “Building Bonds of Knowledge Retention” for core discipline knowledge. What long term learning should our students take forward? The third initiative is “Collaboration” and urges us to work more closely with those co-responsible for delivering the learning. The final initiative is “Data Analytics”. How can we prioritize our students to leverage analytical skills around big data? In conclusion, the challenge is to shift our focus away from being an ‘instructor’ to becoming a ‘partner in learning.’

PEMIKIRAN PENDIDIKAN KI. HAJAR DEWANTARA DAN RELEVANSINYA DENGAN KURIKULUM 13

The progress in education side today, cannot be separated from the role of figures as the main actor. The figure who has a major contribution to the development of education in Indonesia and become a Father of National Education that is KI. Hajar Dewantara, This study is a library research by using content analysis approach. His thought about education is relevant to the K13, such as learning objectives, which are aimed at educational goals in four dimensions, physical, intellectual, spiritual and social objectives. The purpose of education is; equally directing educational goals relating to individuals and society, but in K13 the objectives itself are further related to the nation and state, even the civilization of the world. The role of educators according to KI. Hajar Dewantara as facilitator and motivator. Meanwhile, according to the k13 the role of educator itself as a facilitator in learning and as a learning partner for learners. Both agree that there are four competencies that must be owned by an educator, namely pedagogic, personality, social and professional. The principle of learning in the Eka Yanuarti 414 Jurnal Penelitian, Vol. 11, No. 2, Agustus 2017 K13 also related to the Father of National Education’s learning principles. He stated that there are five principles itself: the principle of independence, the principle of nationality, the principle of culture, the principle of nature and the principle of humanity. Furthermore, in the learning materials both agreed that learning materials are taught in accordance with the level of development of the age of learners. Both of them put the subjects of education of Religion and Character in every level of the educational unit

KOMPETENSI KEPRIBADIAN GURU DAN MOTIVASI BELAJAR SISWA (STUDI KORELASI PADA MATA PELAJARAN PAI)

Teachers have a great responsibility towards the continuity of the learning process in school. Be aware or not, in addition to the tools and all things related to the teaching and success of educational goals, it turns out the personality of teachers is a very decisive success of learning. To avoid apathy and students' forced obedience, the teacher should improve his personality competence, how a teacher can be a student learning partner, featuring a good personality that can serve as a role model for her students and become a driving force in learning. This research is a research with quantitative approach. The population of this study are all students of class VII SMPN 7 Kediri amounted to 317 students. While the sample in this study as many as 175 students. Sampling is determined by Random sampling technique. Data collection uses questionnaire and documentation method. While statistical data analysis uses product moment correlation formula. Based on the research results, it is obtained a conclusion that the personality competence of PAI teachers included in good category. Based on the results of correlation calculations, it can be deduced that there is a strong and significant correlation between the teacher's personality competence to student learning motivation. The magnitude of the correlation coefficient is 0.616, while the correlation significance results obtained the value of t count = 10.2858. The value is greater than t table = 1.654 at the error rate of 5%. While the determination coefficient test obtained results 0.3794.

Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives

ABSTRACTIn recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.