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Riina Seppälä – International Journal of Teaching and Learning in Higher Education, 2023
Given the demands of modern working life, university studies should support students' life-long learning and agency. This article explores the types of agency learners from an English for Academic Purposes (EAP) course described in interviews. The interviews were conducted in two groups in 2 consecutive years, in two stages: at the end of the EAP…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Personal Autonomy
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Arnon Hershkovitz; Orly Lahav – International Journal of Teaching and Learning in Higher Education, 2023
This article presents a study of a full-day, university-organized, online hackathon that aimed at designing solutions to problems raised in remote learning and teaching. The event, with about 80 participants, was carried out during the COVID-19 pandemic when many schools were closed and shifted to emergency remote teaching. The hackathon…
Descriptors: Electronic Learning, Computer Security, Information Security, COVID-19
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Amaly Santiago; Mariaelena Bartesaghi – International Journal of Teaching and Learning in Higher Education, 2023
In this article, we examine the course "Women and Leadership Discourse" as research in practice. As Craig and Tracy have argued (1995; 2021), practical theory examines data from everyday practices and is consequential to social life. The course centers on women's leadership, issues of leadership dynamics, and women's roles in…
Descriptors: Females, Leadership, Course Content, Curriculum Design
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M'Lyn K. H. Spinks; Stacy Kluge; Jody Langdon; Mike Metzler; Tiffany Esmat – International Journal of Teaching and Learning in Higher Education, 2023
The higher education Spring semester of 2020 was heavily impacted by stakeholders' calls for a complete shutdown of in-person gatherings. This call to action forced instructors and students to transition from face-to-face education to the virtual, online classroom. Institutions were given a few days to 2 weeks for this transition. During this…
Descriptors: Higher Education, Cheating, Ethics, COVID-19
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Su-I Hou – International Journal of Teaching and Learning in Higher Education, 2023
Mixed Methods Research (MMR) is growing rapidly, globally, and continues to develop across disciplines. A competency-based course design can better help develop mixed methods research scholars with competency-based learning outcomes. MMR-specific guidance, which informs meaningful design features for competency-based learning outcomes in graduate…
Descriptors: Mixed Methods Research, Course Evaluation, Research Training, Doctoral Programs
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Siti A. Arshad-Snyder; Sarah M. Flanagan – International Journal of Teaching and Learning in Higher Education, 2023
Interprofessional Education (IPE) is a critical component of healthcare education and a requirement of many accrediting bodies. Approaching IPE from a holistic, comprehensive lens allows academic institutions to overcome challenges related to operating within program- and discipline-specific silos. Bringing students together to learn with, from,…
Descriptors: Higher Education, Interdisciplinary Approach, Professional Education, Teamwork
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Brett D. Jones; Meghan K. Byrnes; Harold McKenzie – International Journal of Teaching and Learning in Higher Education, 2023
The motivational climate and student engagement within courses are important for instructors to consider during the instructional design process because they can affect student learning. To help instructors improve the motivational climate and student engagement within their courses, we implemented an affective assessment intervention within the…
Descriptors: Student Motivation, Learner Engagement, Instructional Design, Veterinary Medical Education
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Amanda Walters; Sara Evers; Suzanne Shelburne; Bradley Kraft; David Hicks; Peter Doolittle – International Journal of Teaching and Learning in Higher Education, 2023
The abrupt switch to online teaching and learning in response to the COVID-19 pandemic caused a disruption to the instructional practices professors and students had grown accustomed to prior to March 2020. After 18+ months of virtual instruction, many colleges and universities returned to face-to-face classrooms. In order to understand how…
Descriptors: COVID-19, Pandemics, Educational Practices, Teacher Attitudes
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Alexandra Joosse; Adam Barger – International Journal of Teaching and Learning in Higher Education, 2023
Research shows that a cohesive classroom community, or the relationships built between students within a classroom setting, leads to a long list of positive student outcomes in higher education. This research seeks to better understand how to build cohesion in a classroom community, a goal that has become even more urgent given the student…
Descriptors: Classroom Environment, Sense of Community, Peer Relationship, Social Networks
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Jeyran Aghayeva; Matthew Wawrzynski – International Journal of Teaching and Learning in Higher Education, 2023
This paper presents a Teaching Motivation Model that conceptualizes motivation for faculty teaching. The model was informed by the self-determination theory, the self-control strength model, and the review of the literature on college teaching. The Teaching Motivation Model presents a more comprehensive account of faculty teaching motivation and…
Descriptors: College Faculty, Teacher Motivation, Teaching Models, Environmental Influences
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Jie Zhang; Marcie Desrochers; Michael Fensken – International Journal of Teaching and Learning in Higher Education, 2023
Feedback is an important component of online instruction. Few experiments have examined combined types of feedback (teacher feedback or student self-assessment) compared to extra practice with each on student learning. In this study, the experimental effectiveness of four methods of feedback delivery on students' acquisition of behavioral…
Descriptors: Student Evaluation, Self Evaluation (Individuals), Feedback (Response), Skill Development
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Sinan Onal; Carolyn Butts-Wilsmeyer; Charles Serrano; Paige Dickey; Georgia Bracey; Lynn Bartells; Sharon Locke; Chaya Gopalan; Julie Fickas – International Journal of Teaching and Learning in Higher Education, 2023
Following COVID-19, teaching was abruptly shifted from a live to a virtual format, posing a challenge to both students and faculty. There is a need to employ alternatives, emphasizing targeting the factors that suit Generation Z students for effective learning while maintaining social distancing. Understanding students' perceptions about the…
Descriptors: Flipped Classroom, Distance Education, STEM Education, Undergraduate Students
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Jooyoung Kim; Sharmita Lahiri – International Journal of Teaching and Learning in Higher Education, 2023
In the Indian academia, at the undergraduate and graduate levels, the focus on teaching "writing" is relatively new; traditional focus has been on teaching the English language or Communication Skills. The novelty of academic writing has called for rigorous efforts in its operation in the Indian context. In addition, the virtual learning…
Descriptors: Foreign Countries, Undergraduate Study, Undergraduate Students, Graduate Study
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Ellen Halvorson; Jörg Vianden – International Journal of Teaching and Learning in Higher Education, 2023
This article describes minoritized college students' encounters with faculty-generated or -condoned racial and gender microaggressions in college classrooms. The Racial Microaggressions Model (Pérez Huber & Solorzano, 2015) and the Taxonomy of Gender Microaggressions (Capodilupo et al., 2010) were used to inform the experiences of…
Descriptors: College Students, Minority Group Students, College Faculty, Racism
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David Tataw – International Journal of Teaching and Learning in Higher Education, 2023
Four cycles of a value creation conceptual framework including: immediate value; potential value; applied value; and realized value, were used to analyze the role of social capital in the creation of experienced and aspired value in collaborative learning. Students' narratives on team development dynamics in a Team Lecture Hybrid (TLH)…
Descriptors: Social Capital, Team Teaching, Cooperative Learning, Communities of Practice
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