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These articles below, appears in Volume 19, Number 1, edition of International Journal of Teaching and Learning in Higher Education
Connecting Critical Reflection and Group Development
in Online Adult Education Classrooms
By Michelle Glowacki-Dudka and Nicole Barnett
Ball State University
in Online Adult Education Classrooms
By Michelle Glowacki-Dudka and Nicole Barnett
Ball State University
Abstract
This qualitative multi-case study explored the space where critical reflection and group development met within the online environment for the adult learner. Using critical reflection with adult learners through their responses to Stephen Brookfield’s (1995) Critical Incident Questionnaire (CIQ) in the online environment precipitated instructional effectiveness by unearthing reactions to the online environment and provided a consistent framework for assessing group development. The study context included two sixteen-week, online, asynchronous graduate courses on adult teaching strategies at a research-intensive university located in Midwestern United States. The findings reflected evidence of Tuckman’s (1965) and Tuckman and Jensen’s (1977) group development sequence of forming, storming, norming, performing, and adjourning within both courses. The analysis and implications were related to critical reflection, group development, the online environment, and adult learning.
This qualitative multi-case study explored the space where critical reflection and group development met within the online environment for the adult learner. Using critical reflection with adult learners through their responses to Stephen Brookfield’s (1995) Critical Incident Questionnaire (CIQ) in the online environment precipitated instructional effectiveness by unearthing reactions to the online environment and provided a consistent framework for assessing group development. The study context included two sixteen-week, online, asynchronous graduate courses on adult teaching strategies at a research-intensive university located in Midwestern United States. The findings reflected evidence of Tuckman’s (1965) and Tuckman and Jensen’s (1977) group development sequence of forming, storming, norming, performing, and adjourning within both courses. The analysis and implications were related to critical reflection, group development, the online environment, and adult learning.
Enhancing the Scholarship of Teaching and Learning:
Evaluation of a Scheme to Improve Teaching and
Learning Through Action Research
Kathleen Gray, The University of Melbourne; Rosemary Chang, Royal Melbourne Institute of Technology and Alex Radloff, Central Queensland University
Abstract
This paper reports on evaluation of a scheme to improve University teaching through action research over a five-year period in the science, engineering, and technology division of a large Australian dual sector University. Between 2002 to 2006 this scheme directly committed approximately A$210,000 in grants and involved over 130 teaching and other staff in sponsoring projects of up to eight months’ duration, with a total of 34 projects completed. Evaluation was informed by the desire of the academic developers concerned with the scheme to engage more widely with staff in predominantly empirical disciplinary cultures, to be more accountable within a University business management paradigm, and to contribute to the scholarship of academic development. The paper provides evidence – in terms of quality, effectiveness, practicality, participation, and satisfaction – to show how this scheme enhanced the scholarship of teaching and learning in the University. The paper outlines issues encountered and further work to be done in undertaking evaluation of such a scheme.
This paper reports on evaluation of a scheme to improve University teaching through action research over a five-year period in the science, engineering, and technology division of a large Australian dual sector University. Between 2002 to 2006 this scheme directly committed approximately A$210,000 in grants and involved over 130 teaching and other staff in sponsoring projects of up to eight months’ duration, with a total of 34 projects completed. Evaluation was informed by the desire of the academic developers concerned with the scheme to engage more widely with staff in predominantly empirical disciplinary cultures, to be more accountable within a University business management paradigm, and to contribute to the scholarship of academic development. The paper provides evidence – in terms of quality, effectiveness, practicality, participation, and satisfaction – to show how this scheme enhanced the scholarship of teaching and learning in the University. The paper outlines issues encountered and further work to be done in undertaking evaluation of such a scheme.
