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Erickson, MaryGrace; Marks, Danielle; Karcher, Elizabeth – Teaching & Learning Inquiry, 2020
This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as…
Descriptors: Learner Engagement, Experiential Learning, Problem Based Learning, Lecture Method
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Pechenkina, Ekaterina – Teaching & Learning Inquiry, 2020
This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the "what works" question, the author proposes a rubric by which to judge various levels…
Descriptors: Scholarship, Instruction, Learning, Program Effectiveness
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Knupsky, Aimee; Caballero, M. Soledad – Teaching & Learning Inquiry, 2020
Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to "read" them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain…
Descriptors: Theory of Mind, Neurosciences, Misconceptions, Classroom Communication
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Archer-Kuhn, Beth; Lee, Yeonjung; Finnessey, Savannah; Liu, Jacky – Teaching & Learning Inquiry, 2020
This seven-cohort mixed methods study examines student engagement in their learning in higher education utilizing inquiry-based learning. The study was conducted in varied settings (on-campus, in community, and study abroad), and across various degree levels (undergraduate, graduate, and doctoral) in social work education. Study results reveal an…
Descriptors: Active Learning, Inquiry, Learner Engagement, Social Work
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Dollinger, Mollie; Mercer-Mapstone, Lucy – Teaching & Learning Inquiry, 2019
There has been an increase in research and practice exploring how students can gain agency to shape their higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within…
Descriptors: Neoliberalism, Student Role, Social Justice, Figurative Language
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Lowe, Tom; Shaw, Cassie – Teaching & Learning Inquiry, 2019
There is great emphasis in contemporary higher education to address the seemingly consistent issue of what students perceive to be good assessment feedback practice. Improving this aspect of the student experience continues to elude higher education institutions, as reflected in the nationally lower than average scores in the United Kingdom's…
Descriptors: Student Attitudes, Feedback (Response), Best Practices, Awards
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Ravenscroft, Brenda; Luhanga, Ulemu – Teaching & Learning Inquiry, 2018
Tertiary education institutions grapple with how to better engage students in their learning in high-enrolment, introductory courses. This paper presents a case study that examines a large-scale, faculty-level course redesign project in which this challenge was addressed through the use of blended learning models. The main research question was:…
Descriptors: Learner Engagement, Blended Learning, Longitudinal Studies, Introductory Courses
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Jenkins, Martin; Bokosmaty, Rena; Brown, Melanie; Browne, Chris; Gao, Qi; Hanson, Julie; Kupatadze, Ketevan – Teaching & Learning Inquiry, 2017
There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in "flipped" approaches and improved…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Homework
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Swinburne, Rosemary Fisher; Ross, Bella; LaFerriere, Richard; Maritz, Alex – Teaching & Learning Inquiry, 2017
This paper explores students' perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and…
Descriptors: Student Attitudes, College Students, Educational Technology, Technology Uses in Education
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Alvarez-Bell, Rosa M.; Wirtz, Derrick; Bian, Hui – Teaching & Learning Inquiry, 2017
When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students' ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework. After identifying…
Descriptors: Learner Engagement, Educational Practices, Predictor Variables, Academic Achievement
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Howson, Camille Kandiko; Weller, Saranne – Teaching & Learning Inquiry, 2016
This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to…
Descriptors: Cooperative Planning, Foreign Countries, Learner Engagement, Student Participation
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Day, Terence – Teaching & Learning Inquiry, 2015
Academic continuity planning is an emerging tool for dealing with class cancellation associated with natural disasters, acts of violence and the threat of pandemics. However, academic continuity can also be an issue with respect to less dramatic events, such as power outages, inclement weather, or the temporary unavailability of an instructor,…
Descriptors: Educational Planning, Natural Disasters, Violence, Communicable Diseases
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Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea – Teaching & Learning Inquiry, 2014
Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…
Descriptors: Social Responsibility, Communities of Practice, College Freshmen, Learner Engagement
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Drinkwater, Michael J.; Gannaway, Deanne; Sheppard, Karen; Davis, Matthew J.; Wegener, Margaret J.; Bowen, Warwick P.; Corney, Joel F. – Teaching & Learning Inquiry, 2014
Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach -- who has time to individualize responses, address questions from over 200 students and encourage active participation…
Descriptors: Active Learning, Learning Processes, Large Group Instruction, College Freshmen
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Felton, Peter; Bagg, Julianne; Bumbry, Michael; Hill, Jennifer; Hornsby, Karen; Pratt, Maria; Weller, Saranne – Teaching & Learning Inquiry, 2013
Scholars in higher education increasingly recognize the transformative potential of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain…
Descriptors: Scholarship, Instruction, Learning, Learner Engagement