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Shiona L. Long; Mary-Rose McLaren – Journal of University Teaching and Learning Practice, 2024
In this paper, the authors explore the conditions that support belonging in remote VU Block Model┬« teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued.…
Descriptors: Sense of Community, Student School Relationship, Higher Education, Distance Education
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Samantha J. Newell; Natasha van Antwerpen – Journal of University Teaching and Learning Practice, 2024
The demand for intensive educational experiences is increasing, necessitating a focus on ensuring quality and providing adequate student support. Increasing opportunities for student collaboration, including teacher/student co-creation of learning materials, has strong potential to increase engagement and support. Given increased interest in…
Descriptors: Foreign Countries, Graduate Students, Online Courses, Teamwork
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Elizabeth Goode; Thomas Roche; Erica Wilson; Jacky Zhang; John W. McKenzie – Journal of University Teaching and Learning Practice, 2024
Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine…
Descriptors: Success, Student Satisfaction, Student Experience, Foreign Students
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Paulo Ricardo Vieira Braga; Carmen Maria Ortiz Granero; Ellen Buck – Journal of University Teaching and Learning Practice, 2024
The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a…
Descriptors: Student Attitudes, Teacher Attitudes, Summative Evaluation, Block Scheduling
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Gayani Samarawickrema; Kaye Cleary; Sally Gauci – Journal of University Teaching and Learning Practice, 2024
We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled…
Descriptors: Capacity Building, Participatory Research, Program Evaluation, Professional Development
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Theresa M. Winchester-Seeto; Sonia J. Ferns; Patricia Lucas; Leanne Piggott; Anna Rowe – Journal of University Teaching and Learning Practice, 2024
Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for…
Descriptors: Work Experience Programs, Educational Benefits, Student Experience, Educational Quality
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Reilly A. Dempsey Willis; Paulo Vieira Braga – Journal of University Teaching and Learning Practice, 2024
This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated…
Descriptors: Learning Processes, Learner Engagement, Higher Education, College Students
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Thomas Roche; Erica Wilson; Elizabeth Goode – Journal of University Teaching and Learning Practice, 2024
Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional…
Descriptors: Block Scheduling, Educational Change, COVID-19, Pandemics
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Vicki L. Baker; Andrew N. Christopher; Sarah Noah – Journal of University Teaching and Learning Practice, 2024
The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter…
Descriptors: Faculty Development, Capacity Building, Educational Technology, Resource Centers
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Rebecca Turner; Debby R. E. Cotton; Emily Danvers; David Morrison; Pauline E. Kneale – Journal of University Teaching and Learning Practice, 2024
This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting…
Descriptors: Foreign Countries, College Faculty, Teacher Attitudes, Block Scheduling
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Boyd, Vic; Wilson, Colin; Smith, Christopher – Journal of University Teaching and Learning Practice, 2023
The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with…
Descriptors: Reflection, Workplace Learning, Scaffolding (Teaching Technique), Metacognition
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Bridges, Stephanie J. – Journal of University Teaching and Learning Practice, 2023
Internationalised higher education literature draws attention to the tension between the economic returns of recruiting overseas students and the personal, social and cultural possibilities offered. This paper advances the idea that fostering cosmopolitan values might be an educational focus for internationalisation. However, it appears that the…
Descriptors: International Education, Higher Education, Global Approach, Student Recruitment
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Mitka, Malgorzata M.; Narayanswamy, Shruti; Smith, Ian – Journal of University Teaching and Learning Practice, 2023
The ability to work effectively in a diverse team is a valuable skill which is transferable to many contexts. As such, it is important to build this skill through deliberate, targeted, and meaningful learning activities in higher education. The Vertically Integrated Projects (VIP) model enhances team diversity by combining students from different…
Descriptors: Teamwork, Cooperative Learning, Transfer of Training, Skill Development
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McEwan, Michael P.; Pate, Amanda C. Geary; Wilder-Davis, Kimberly – Journal of University Teaching and Learning Practice, 2023
Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly 'closer to everyday practice' while also recognising development involves extending notions of what 'practice' is. Moreover, Loads and Campbell…
Descriptors: Educational Development, Curriculum Design, Authentic Learning, Interdisciplinary Approach
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Slaughter, Jenny; Rodgers, Thomas L.; Henninger, Claudia E. – Journal of University Teaching and Learning Practice, 2023
In 2000, Sharpe proposed a framework for graduate teaching assistant (GTA) training based on three key principles: departmental training, faculty training, and accreditation. Sharpe's paper culminated in a call for Higher Education (HE) institutes to adopt this framework. Whilst the principles of Sharpe's work remain relevant, the shape and…
Descriptors: Evidence Based Practice, Graduate Students, Teaching Assistants, Training
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