Plagiarism, the internet and student learning : improving academic integrity

Written for higher education educators, managers and policy-makers, 'Plagiarism, the Internet and Student Learning' combines theoretical understandings with a practical model of plagiarism and explains why and how plagiarism developed.

Using vignettes to evaluate the outcomes of student learning : data from the evaluation of the new social work degree in England

This paper reports the use of vignettes as a methodology to analyse the extent to which the new social work degree programmes enabled students to develop their analytical and reflective capabilities. Two vignettes, which focused on children and families and adult social care respectively, were developed for the study. Students were asked to respond in writing, from the perspective of a social worker, to a standard set of questions at the beginning (T1) and end of their degree programme (T2). Considering the responses to all questions across the two vignettes, a series of scales was developed to measure the key themes which had been identified by qualitative analysis. These included ‘Attention to process of relationships’ and ‘Social/structural/political awareness’. Responses were also rated as ‘descriptive’, ‘analytic’ or ‘reflective’.

Students from six universities in England participated. From an original sample of 222 students, it was possible to match 79 T1 and T2 responses. Analysis of variance demonstrated statistically significant increases in nine of the 11 themes and increases in ratings for analysis and reflection.

In conclusion, vignettes can be used to produce both qualitative and quantitative data in respect of changes in students’ acquisition of knowledge and skills over time.

Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.

The nature of student learning and knowing in science

As outlined in previous chapters, the representation construction approach is underpinned by sociocultural, pragmatist, semiotic perspectives on learning and knowing. In this chapter we will:
a. review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence,
b. explore how this classroom practice relates to practice in science itself
c. discuss how the pedagogy promotes understandings of the nature of science, and
d. clarify the nature of quality learning, and knowledge, from this perspective.

Internationalising the curriculum: student learning in the global experience program

Outcomes include critical analyses of student teacher learning from teaching practicum in Vanuatu; the intercultural sensitivity and competence; the notion of professional learning in the light of internationalisation of the curriculum, and the potentials and limitations of the GEP for achieving the goals of internationalisation of the curriculum

What does distributed cognition tell us about student learning of science?

This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment. In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms.

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified. © 2009 Friederika Kaider, Kathy Henschke, Joan Richardson and Mary Paulette Kelly.

October 2004: BI Program Strengthens Student Learning

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Awareness of Daylighting on Student Learning in an Educational Facility

This study examines how awareness of the interior architecture of a building, specifically daylighing, affects students academic performance. Extensive research has proven that the use of daylighting in a classroom can significantly enhance students’ academic success. The problem statement and purpose of this study is to determine if student awareness of daylighting in their learning environment affects academic performance compared to students with no knowledge of daylighting. Research and surveys in existing and newly constructed high schools were conducted to verify the results of this study. These design ideas and concepts could influence the architecture and design industry to advocate construction and building requirements that incorporate more sustainable design teaching techniques.

Effects of instructional changes on student learning of electrochemistry in an IB chemistry course

This study investigated the effectiveness of incorporating several new instructional strategies into an International Baccalaureate (IB) chemistry course in terms of how they supported high school seniors’ understanding of electrochemistry. The three new methods used were (a) providing opportunities for visualization of particle movement by student manipulation of physical models and interactive computer simulations, (b) explicitly addressing common misconceptions identified in the literature, and (c) teaching an algorithmic, step-wise approach for determining the products of an aqueous solution electrolysis. Changes in student understanding were assessed through test scores on both internally and externally administered exams over a two-year period. It was found that visualization practice and explicit misconception instruction improved student understanding, but the effect was more apparent in the short-term. The data suggested that instruction time spent on algorithm practice was insufficient to cause significant test score improvement. There was, however, a substantial increase in the percentage of the experimental group students who chose to answer an optional electrochemistry-related external exam question, indicating an increase in student confidence. Implications for future instruction are discussed.