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Research paper thumbnail of Forging Language-content Partnerships: Interdisciplinary collaboration in a reading and writing module for Science students

Research paper thumbnail of A Review of Online Reading Sites for ESL Students

Background As coordinators of a one-year intensive English course, we are looking for supplementa... more Background As coordinators of a one-year intensive English course, we are looking for supplementary reading materials which are available online for our students who are English as Second Language (ESL) learners. These supplementary reading materials form part of a larger reading curriculum and instruction in the course. The purpose of these materials is to encourage students to read beyond the classroom, which is in line with one of the aims of the course, to help students to become effective and independent readers.

Research paper thumbnail of Flipped classroom: An investigation into learner engagement during non-face-to-face components

Scholarship of Teaching and Learning in the South, 2020

This paper investigated student engagement on the non-face-to-face component of the flipped appro... more This paper investigated student engagement on the non-face-to-face component of the flipped approach in a critical thinking and writing class. Drawing from flipped approach and learner engagement literature and using an adapted version of Chi and Wylie’s Interactive, Constructive, Active, Passive (ICAP) framework (2014), the study looked specifically at student engagement in non-face-to-face activities and tasks, namely video lectures, readings, tutorial materials, quizzes, and discussion forums. A total of 71 respondents were involved in the study. A self-perception survey designed to understand the level of student engagement was administered. Findings show that for activities of viewing e-lectures and doing assigned readings, most respondents displayed passive engagement, with a good proportion exhibiting active and constructive behaviours. However, there is an increased number of respondents who showed active and constructive engagement in going through materials in preparation ...

Research paper thumbnail of Using a criterion-referenced rubric to enhance student learning: a case study in a critical thinking and writing module

Higher Education Research & Development, 2020

ABSTRACT This paper reports an empirical study which investigates a disparity between student-tea... more ABSTRACT This paper reports an empirical study which investigates a disparity between student-teacher rated scores in a criterion-referenced assessment (CRA) of a critical thinking and writing module for engineering undergraduates. Using the rubric as a self-assessment tool, students rated their self-confidence level and performance in terms of the critical thinking skills identified in Goldberg’s Seven Missing Basics of Engineering Education, namely: Inquiry, Labelling, Modelling, Gathering Data, Decomposition, Visualization and Communication. Despite students’ reports of high confidence levels in the acquisition of skills, weak positive correlations were observed between student and teacher-rated scores. This confirms the disparity between student-teacher assessments. Focus-group interviews with students revealed a lack of clarity in the rubric, and no provision of exemplary work as the two underlying reasons for the disparity. The findings provide pedagogical implications for effective rubric use and insights on issues in the development of rubric for self-assessment to enhance learning in higher education.

Research paper thumbnail of Forging Language-content Partnerships: Interdisciplinary collaboration in a reading and writing module for Science students

Research paper thumbnail of A Review of Online Reading Sites for ESL Students

Background As coordinators of a one-year intensive English course, we are looking for supplementa... more Background As coordinators of a one-year intensive English course, we are looking for supplementary reading materials which are available online for our students who are English as Second Language (ESL) learners. These supplementary reading materials form part of a larger reading curriculum and instruction in the course. The purpose of these materials is to encourage students to read beyond the classroom, which is in line with one of the aims of the course, to help students to become effective and independent readers.

Research paper thumbnail of Flipped classroom: An investigation into learner engagement during non-face-to-face components

Scholarship of Teaching and Learning in the South, 2020

This paper investigated student engagement on the non-face-to-face component of the flipped appro... more This paper investigated student engagement on the non-face-to-face component of the flipped approach in a critical thinking and writing class. Drawing from flipped approach and learner engagement literature and using an adapted version of Chi and Wylie’s Interactive, Constructive, Active, Passive (ICAP) framework (2014), the study looked specifically at student engagement in non-face-to-face activities and tasks, namely video lectures, readings, tutorial materials, quizzes, and discussion forums. A total of 71 respondents were involved in the study. A self-perception survey designed to understand the level of student engagement was administered. Findings show that for activities of viewing e-lectures and doing assigned readings, most respondents displayed passive engagement, with a good proportion exhibiting active and constructive behaviours. However, there is an increased number of respondents who showed active and constructive engagement in going through materials in preparation ...

Research paper thumbnail of Using a criterion-referenced rubric to enhance student learning: a case study in a critical thinking and writing module

Higher Education Research & Development, 2020

ABSTRACT This paper reports an empirical study which investigates a disparity between student-tea... more ABSTRACT This paper reports an empirical study which investigates a disparity between student-teacher rated scores in a criterion-referenced assessment (CRA) of a critical thinking and writing module for engineering undergraduates. Using the rubric as a self-assessment tool, students rated their self-confidence level and performance in terms of the critical thinking skills identified in Goldberg’s Seven Missing Basics of Engineering Education, namely: Inquiry, Labelling, Modelling, Gathering Data, Decomposition, Visualization and Communication. Despite students’ reports of high confidence levels in the acquisition of skills, weak positive correlations were observed between student and teacher-rated scores. This confirms the disparity between student-teacher assessments. Focus-group interviews with students revealed a lack of clarity in the rubric, and no provision of exemplary work as the two underlying reasons for the disparity. The findings provide pedagogical implications for effective rubric use and insights on issues in the development of rubric for self-assessment to enhance learning in higher education.

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