From 74592156a1a97564d8cba63490c296216f5a90c7 Mon Sep 17 00:00:00 2001 From: richelbilderbeek Date: Tue, 17 Sep 2024 15:52:06 +0200 Subject: [PATCH] Add notes --- 20240919.md | 158 +++++++++++++++++++++++++++++++++++++++++----------- 1 file changed, 126 insertions(+), 32 deletions(-) diff --git a/20240919.md b/20240919.md index 7332850..72b26a0 100644 --- a/20240919.md +++ b/20240919.md @@ -8,6 +8,10 @@ ## Questions +- What grade on a scale from 1 (worst) to 10 (best) would you give it? +- How would you praise the paper? +- How would you criticise the paper? +- How would you summarize the paper in one line? - The paper reviews the literature from 2013-2019. Do you think it is still applicable, or is it outdated? - Do you believe the main finding of the paper is true? @@ -18,26 +22,109 @@ ```mermaid flowchart TD - corpus[Corpus] - n_studies[104 studies] - publication_year[Published 2013-2019] - curpus_themes[Corpus themes] - course_design_factors[Course design factors] - student_support[Student support] - faculty_pedagogy[Faculty pedagogy] - student_engagement[Student engagement] - student_success_factors[Student success factors] - - corpus --> n_studies - corpus --> publication_year - corpus <--> curpus_themes - curpus_themes --> course_design_factors - curpus_themes --> student_support - curpus_themes --> faculty_pedagogy - curpus_themes --> student_engagement - curpus_themes --> student_success_factors + + classDef effective_teaching_node fill:#fdd,color:#000,stroke:#f00 + classDef effective_online_teaching_node fill:#dfd,color:#000,stroke:#0f0 + classDef this_study_node fill:#ddf,color:#000,stroke:#00f + classDef bells_teaching_cycle_node fill:#ffd,color:#000,stroke:#dd0 + classDef hattie_node fill:#fdf,color:#000,stroke:#d0d + + this_corpus[This study's corpus]:::this_study_node + n_studies[104 studies]:::this_study_node + publication_year[Published 2013-2019]:::this_study_node + this_curpus_themes[This study's corpus's themes]:::this_study_node + course_design_factors[Course design factors]:::this_study_node + feedback_from_teacher[Feedback from teacher]:::this_study_node + student_support[Student support]:::this_study_node + faculty_pedagogy[Faculty pedagogy]:::this_study_node + student_engagement[Student engagement]:::this_study_node + student_success_factors[Student success factors]:::this_study_node + + %% subgraph effective_teaching[Effective teaching] + %% subgraph effective_face_to_face_teaching[Effective face to face teaching] + multiple_pedagogies[Use of multiple pedagogies and learning resources]:::effective_teaching_node + high_instructor_presence[high instructor presence]:::effective_teaching_node + quality_of_faculty_to_student_interaction[quality of faculty-student interaction]:::effective_teaching_node + academic_support_outside_of_class[academic support outside of class]:::effective_teaching_node + promotion_of_classroom_cohesion_and_trust[promotion of classroom cohesion and trust]:::effective_teaching_node + + multiple_pedagogies <---> + high_instructor_presence <---> + quality_of_faculty_to_student_interaction <---> + academic_support_outside_of_class <---> + promotion_of_classroom_cohesion_and_trust <---> + multiple_pedagogies + %% end + %%subgraph effective_online_teaching[Effective online teaching] + all_effective_face_to_face_teaching[All of effective face to face teaching]:::effective_online_teaching_node + user_friendly_technology_tools[user-friendly technology tools]:::effective_online_teaching_node + orientation_to_online_instruction[orientation to online instruction]:::effective_online_teaching_node + opportunities_for_synchronous_class_sessions[opportunities for synchronous class sessions]:::effective_online_teaching_node + incorporation_of_social_media[incorporation of social media]:::effective_online_teaching_node + + all_effective_face_to_face_teaching <---> + user_friendly_technology_tools <---> + orientation_to_online_instruction <---> + opportunities_for_synchronous_class_sessions <---> + incorporation_of_social_media <---> + all_effective_face_to_face_teaching + %%end + + %% Bell's teaching cycle + bell_prior[Prior]:::bells_teaching_cycle_node + bell_present[Present]:::bells_teaching_cycle_node + bell_challenge[Challenge]:::bells_teaching_cycle_node + bell_feedback[Feedback]:::bells_teaching_cycle_node + bell_repeat[Repeat new skill]:::bells_teaching_cycle_node + + bell_prior <---> + bell_present <---> + bell_challenge <---> + bell_feedback <---> + bell_repeat <---> + bell_prior + + hattie_feedback[Feedback, 0.7]:::hattie_node + hattie_classroom_cohesion[Strong classroom cohesion, 0.44]:::hattie_node + + %% end + + this_corpus --> n_studies + this_corpus --> publication_year + this_corpus <--> this_curpus_themes + this_curpus_themes --> course_design_factors + course_design_factors --> |Evidence-based good practice| feedback_from_teacher + course_design_factors --> |Promising| promotion_of_classroom_cohesion_and_trust + course_design_factors --> |Promising| promotion_of_classroom_cohesion_and_trust + this_curpus_themes --> student_support + student_support --> |Promising| promotion_of_classroom_cohesion_and_trust + student_support --> |Promising| promotion_of_classroom_cohesion_and_trust + student_support --> |Promising| orientation_to_online_instruction + this_curpus_themes --> faculty_pedagogy + faculty_pedagogy --> |Evidence-based good practice| feedback_from_teacher + faculty_pedagogy --> |Promising| opportunities_for_synchronous_class_sessions + this_curpus_themes --> student_engagement + this_curpus_themes --> student_success_factors + + feedback_from_teacher <---> + quality_of_faculty_to_student_interaction <---> + bell_feedback <---> + hattie_feedback <---> + feedback_from_teacher + + promotion_of_classroom_cohesion_and_trust <---> hattie_classroom_cohesion ``` +> This study in context. +> Red nodes: effective teaching according to the literature, according to the author. +> Green nodes: effective online teaching according to the literature, according to the author. +> Red nodes: this study. +- Yellow: teaching cycle, from `[Bell, 2020]`. +> Purple: influence with effect size, from [The Visible Learning website](https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/), +> and `[Hattie, 2008]` and `[Hattie, 2023]`. + +## In text + corpus: - years 2013-2019 - 104 papers @@ -45,12 +132,14 @@ corpus: corpus themes: - course design factors - Effective in improving achievement and satisfaction + - feedback from instructor - incorporation of multiple pedagogies and learning resources - - feedback from the instructor and peers + - feedback from peers - user-friendly online tools - high instructor presence - promotion of socialization - - group trust + - group cohesion + - trust - face-to-face teaching (compared to online or hybrid) - Less effectivene: - groupwork @@ -60,22 +149,24 @@ corpus themes: - orientation to online instruction prior to beginning coursework - quality of faculty-student interaction - academic support for students - - establishment of trust and a sense of community + - establishment of trust + - a sense of community - faculty pedagogy - a positive relationship between the number of student posts and course learning + - social media facilitated student-to-student interaction + - synchronous environments encourages active learning + - synchronous environments requires greater student motivation + - synchronous environments requires greater proficiency with the technology + - faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback. + - Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation. + - metacognitive support improves student higher level thinking + - selection of learning partners in group activities is a factor in student success. - mixed results whether the number and quality of instructor posts are related to student participation on discussion forums and course achievement - mixed effectiveness from interventions designed to increase student participation in discussion forums – such as incorporation of orientation sessions, visual materials, and social media venues - - students expressed a positive attitude toward viewing videos as preparation for in-class sessions and tests - no significant correlations between viewing videos as preparation for in-class sessions and tests and learning outcomes + - social media does not facilitate academic learning - viewing videos as preparation for in-class sessions and tests has no effect on course achievement - students are inconsistent in accessing videos - - social media facilitated student-to-student interaction but not academic learning - - synchronous environments encouraged active learning but required greater student motivation and proficiency with the technology. - - faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback. - - Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation. - - instructors appreciate the importance of culturally responsive teaching but are not skilled in techniques that incorporate the valuing of diversity among students - - metacognitive support improves student higher level thinking - - selection of learning partners in group activities is a factor in student success. - student engagement - greater interaction with online course content is related to better course grades and satisfaction - peer and instructor interaction are not consistently related to course satisfaction @@ -100,14 +191,17 @@ Effective online teaching: - incorporation of social media Evidence-based effective: - - only faculty feedback - ## References +- `[Bell, 2020]` Bell, Mike. The fundamentals of teaching: A five-step model to put the research evidence into practice. Routledge, 2020. + - `[Deenadayalan et al., 2008]` Deenadayalan, Yamini, et al. "How to run an effective journal club: a systematic review." - Journal of evaluation in clinical practice 14.5 (2008): 898-911. \ No newline at end of file + Journal of evaluation in clinical practice 14.5 (2008): 898-911. + +- `[Hattie, 2008]` Hattie, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge, 2008. +- `[Hattie, 2023]` Hattie, John. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge, 2023. \ No newline at end of file