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Sugeng, Bambang; Suryani, Ani Wilujeng – Journal of University Teaching and Learning Practice, 2020
This study aims to implement a problem-based learning method and investigate how this method enhances students' learning performance, specifically in self-regulated learning and higher-order thinking skills for a Financial Management class, involving highly passive learners. The study adopted mixed methods, quasi-experimentally, by comparing a…
Descriptors: Problem Based Learning, Instructional Effectiveness, Thinking Skills, Lecture Method
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Giannikas, Christina – Journal of University Teaching and Learning Practice, 2020
The present study provides insights on the impact of using Facebook in e-learning higher education postgraduate programs. More specifically, the study (1) presents the status quo of Facebook in higher education, (2) explores the nature of Facebook in e-learning, and (3) investigates the effects of Facebook on learning community, focusing on their…
Descriptors: Social Media, Higher Education, Educational Technology, Student Attitudes
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Warner, Richard; Picard, Michelle – Journal of University Teaching and Learning Practice, 2020
This study aims to unpack the reflective learning processes involved in developing a Masters' research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students' reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and…
Descriptors: Foreign Countries, Graduate Students, Student Attitudes, Masters Programs
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Hasnunidah, Neni; Susilo, Herawati; Irawati, Mimien; Suwono, Hadi – Journal of University Teaching and Learning Practice, 2020
We investigated the correlation between argumentation and critical thinking skills simultaneously on students' understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in…
Descriptors: Critical Thinking, Thinking Skills, Persuasive Discourse, Scientific Concepts
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Wevill, Tricia; Savage, Julia – Journal of University Teaching and Learning Practice, 2020
This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching…
Descriptors: College Science, Undergraduate Study, College Freshmen, College Faculty
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Kaur, Amrita; Noman, Mohammad – Journal of University Teaching and Learning Practice, 2020
There is sufficient evidence that suggests Student as Partners' (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the…
Descriptors: Teacher Student Relationship, Self Determination, Student Experience, Student Motivation
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Engström, Henrik; Lyu, Ruimin; Backlund, Per; Toftedahl, Marcus; Ehmsen, Palle Rosendahl – Journal of University Teaching and Learning Practice, 2020
The learning goals of project-based courses are typically specific for each involved discipline. Game development is deeply interdisciplinary and some of its core principles are shared across disciplines, from art to programming. This article presents a project-based approach where students majoring in arts and students majoring in technology…
Descriptors: Interdisciplinary Approach, Active Learning, Student Projects, Art Education
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Kimberley, Emma; Thursby, Mark – Journal of University Teaching and Learning Practice, 2020
When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the…
Descriptors: Barriers, Emotional Response, Academic Language, Reading Skills
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Abegglen, Sandra; Burns, Tom; Middlebrook, David; Sinfield, Sandra – Journal of University Teaching and Learning Practice, 2020
Becoming well read, especially in academia, is key to being part of the university -- and of society. Academic reading is 'tricky business' especially for those widening participation students not necessarily familiar with the forms and processes of Higher Education. To foster these students' academic literacies and practice, rather than the…
Descriptors: Cooperative Learning, Reading, Teaching Methods, Creative Teaching
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Maguire, Moira; Reynolds, Ann Everitt; Delahunt, Brid – Journal of University Teaching and Learning Practice, 2020
Despite the widespread acknowledgement of the importance of academic reading, much research tends to focus on academic writing. The role of academic writing in the development of academic and professional identities is generally accepted. In contrast, the role of academic reading has been less visible in the literature, and when discussed, it…
Descriptors: Undergraduate Students, Nursing Education, Obstetrics, Content Area Reading
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Cowley-Haselden, Susie – Journal of University Teaching and Learning Practice, 2020
Academic reading for knowledge building is under-researched in the field of English for Academic Purposes (EAP); a field that foregrounds academic writing above all other skills. Alongside this dearth of literature, a relative wealth of literature exists which identifies the 'troublesomeness' of academic reading. This paper argues that reading for…
Descriptors: Content Area Reading, English for Special Purposes, Knowledge Level, Theories
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Nguyen, Ha Thi Thu; Henderson, Ariana – Journal of University Teaching and Learning Practice, 2020
Learning an academic discipline requires at a fundamental level reading of knowledge that has been recorded, debated and developed in writing over time. Given the essential role of reading in shaping knowledge, there needs to be more emphasis on approaches that nurture an engaged reading practice. This article explores the role of instrumental,…
Descriptors: Reading Instruction, College Instruction, Critical Reading, Recreational Reading
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Miller, Kirsty; Merdian, Hannah – Journal of University Teaching and Learning Practice, 2020
The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to…
Descriptors: College Faculty, Teacher Attitudes, Reading Skills, Critical Reading
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Morley, Craig – Journal of University Teaching and Learning Practice, 2020
This paper seeks to identify threshold concepts in academic reading. It builds on existing research on the subject by working in collaboration with three groups of academic readers (1: academic staff and subject lecturers; 2: learning developers and librarians; 3: students) to co-identify a list of potential threshold concepts of academic reading.…
Descriptors: Content Area Reading, College Faculty, Librarians, College Students
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Crilly, Jess; Panesar, Lucy; Suka-Bill, Zey – Journal of University Teaching and Learning Practice, 2020
This article presents a case study of liberating reading lists through a staff-student collaboration in a UK arts university. It characterizes reading lists as a familiar but under researched feature of academic life and discusses their practical and symbolic role in maintaining Western/Eurocentric/White disciplinary canons, and how they inform…
Descriptors: Foreign Countries, Reading Lists, Reading Material Selection, Teacher Student Relationship
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