Search results

1 – 5 of 5
Per page
102050
Citations:
Loading...
Available. Open Access. Open Access
Article
Publication date: 4 June 2019

Heather J. Leslie

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student…

10624

Abstract

Purpose

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

Design/methodology/approach

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

Findings

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

Research limitations/implications

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Practical implications

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Social implications

Faculty can be more intentional in how they engage students in their online course experience.

Originality/value

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Available. Open Access. Open Access

Abstract

Details

Gerontechnology
Type: Book
ISBN: 978-1-78743-292-5

Available. Open Access. Open Access
Book part
Publication date: 12 October 2022

Abstract

Details

Gender Violence, the Law, and Society
Type: Book
ISBN: 978-1-80117-127-4

Available. Open Access. Open Access

Abstract

Details

Young Children’s Play Practices with Digital Tablets
Type: Book
ISBN: 978-1-78756-705-4

Available. Open Access. Open Access
Article
Publication date: 13 July 2020

Felix Gradinger, Julian Elston, Sheena Asthana, Chloe Myers, Sue Wroe and Richard Byng

This integrated care study seeks to highlight how voluntary sector “wellbeing co-ordinators” co-located in a horizontally and vertically integrated, multidisciplinary community…

2810

Abstract

Purpose

This integrated care study seeks to highlight how voluntary sector “wellbeing co-ordinators” co-located in a horizontally and vertically integrated, multidisciplinary community hub within one locality of an Integrated Care Organisation contribute to complex, person-centred, co-ordinated care.

Design/methodology/approach

This is a naturalistic, mixed method and mixed data study. It is complementing a before-and-after study with a sub-group analysis of people receiving input from the wider hub (including Wellbeing Co-ordination and Enhanced Intermediate Care), qualitative case studies, interviews, and observations co-produced with embedded researchers-in-residence.

Findings

The cross-case analysis uses trajectories and outcome patterns across six client groups to illustrate the bio-psycho-social complexity of each group across the life course, corresponding with the range of inputs offered by the hub.

Research limitations/implications

To consider the effectiveness and mechanisms of complex system-wide interventions operating at horizontal and vertical interfaces and researching this applying co-produced, embedded, naturalistic and mixed methods approaches.

Practical implications

How a bio-psycho-social approach by a wellbeing co-ordinator can contribute to improved person reported outcomes from a range of preventive, rehabilitation, palliative care and bereavement services in the community.

Social implications

To combine knowledge about individuals held in the community to align the respective inputs, and expectations about outcomes while considering networked pathways based on functional status, above diagnostic pathways, and along a life-continuum.

Originality/value

The hub as a whole seems to (1) Enhance engagement through relationship, trust and activation, (2) Exchanging knowledge to co-create a shared bio-psycho-social understanding of each individual’s situation and goals, (3) Personalising care planning by utilising the range of available resources to ensure needs are met, and (4) Enhancing co-ordination and ongoing care through multi-disciplinary working between practitioners, across teams and sectors.

Details

Journal of Integrated Care, vol. 28 no. 4
Type: Research Article
ISSN: 1476-9018

Keywords

Access

Only Open Access

Year

Content type

1 – 5 of 5
Per page
102050