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ИНТЕРАКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ КАК СПОСОБЫ ПОВЫШЕНИЯ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА ... : INTERACTIVE TEACHING METHODS AS WAYS TO INCREASE EMOTIONAL INTELLIGENCE ...
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How Do We Know What We Know About Teaching Students from Low-Income and Other Minoritized Cultural Communities?
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Developing and Validating the Student Assessment-Based Feedback Literacy (SAFL) Instrument: A Mixed-Methods Approach
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In: Open Access Theses & Dissertations (2021)
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Former de futurs enseignants à l’interculturalité critique : proposition d’un dispositif pédagogique combinant réflexion théorique et mise en pratique
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.univ-lorraine.fr/hal-02483590 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2020, L’éducation à l’interculturalité à l’épreuve de la formation des enseignants, 41 (1), pp.31-48 (2020)
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Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 62, 2020, pags. 9-18 (2020)
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Higher Education Language Educator Competences (HELECs)
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In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 27 (2020) (2020)
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Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes
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Holding onto Dread and Hope: The Need for Critical Whiteness Studies in Education as Resistance in the Trump Era
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2018)
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Teacher questioning: exploring student interaction and cognitive engagement in Spanish and EMI university lectures
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 103-120 (2018)
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Facilitating an Intergenerational Classroom
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In: Greater Faculties: A Review of Teaching and Learning (2017)
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Evaluación formativa, competencias comunicativas y TIC en la formación del profesorado
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 52, 2017, pags. 73-82 (2017)
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Implementing plurilingualism in higher education: teacher training needs and plan evaluation
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 139-156 (2017)
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Memberdayakan Pendidikan Tinggi di Indonesia
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In: Books (2016)
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What's Left Unsaid: Rewriting and Restorying in a South African Teacher Education Classroom
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A tale of two narratives: student voice – what Lies before us?
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In: 43 ; 2 ; 180 ; 193 (2016)
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Not through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond.
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In: 2 ; 1 ; 11 (2016)
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| 18 |
Being “in a Limbo”: Perceptions of Immigration, Identity and Adaptation of Immigrant Students in South Africa and the United States
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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“The relationship between approaches to learning and assessment outcomes in undergraduate optometry students”
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In: Theses (2015)
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Abstract:
A cross-sectional quantitative study was implemented to identify and analyse student approaches to learning (SALs) in the four stages of an undergraduate optometry honours degree programme. Study results will be used to inform optometric educators of the SAL trends of this student cohort. Seventy-three undergraduate optometry students participated in the study. Individual participant SAL scores were calculated using the shortened Study Process Questionnaire (R-SPQ-2F) for a semester-long academic module identified for each programme stage. Only R-SPQ-2F main scale SAL scores measuring the deep approach (DA) and surface approach (SA) were included in the final analyses, due to poor internal consistency and reliability of subscale measures, as confirmed using Cronbach’s alpha coefficient. Assessment scores across a range of assessment types represented measures of participant academic performance. No statistically significant differences were found in intra-or-inter-stage DA and SA scores as analysed using the paired t-test. Pearson correlational analysis elicited a negative correlation between the DA and SA scores for stage 4 data and for combined participant data. One-way ANOVA analysis showed no inter-stage or inter-gender SAL differences. Pearson correlation coefficient analyses showed no relationship between SAL and age. Overall, Pearson correlational analyses of SAL and assessment scores showed variable results, with no significant correlations found for most of these analyses. For stage 1 participants, the DA score and multiple choice questions, MCQ, (Online) scores were positively correlated. Stage 3 participant DA scores were positively correlated with Written Theory Question and Literature Review Assignment scores respectively. Stage 4 participants SA scores were negatively correlated with MCQ (Written) and Case Study Question scores respectively. It is envisaged that this study will form the foundation for ongoing investigation into SALs in undergraduate optometry students to further elicit the relationship between SAL and assessment methods across a wider range of academic modules. This information will be used in routine reviews of teaching and assessment materials for the DT224 optometry programme as well in the planning of continuing professional development (CPD) activities for graduates of the programme.
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Keyword:
Education; higher education; Other Teacher Education and Professional Development; undergraduate optometry students
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URL: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1033&context=ltcdis
https://arrow.tudublin.ie/ltcdis/32
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Teacher-student relationship in an age of student consumerism
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