Issue 4.2 presents 11 full articles, two reflections, and three book reviews from a diverse teaching and learning contexts in terms of discipline, dynamics of students and classroom, region, approach, and so on from Afghanistan, Kenya, New Zealand, Rwanda, Singapore, South Africa, Zambia, Pakistan, United Kingdom, Uganda, and United States. Separately yet together, these publications provide a timely reminder to us to re-examine what we are doing in our classroom beyond and despite the COVID-19 pandemic. They surface issues that affect student experience and success such as accessibility, equality, diversity, fairness – all of which are what Leibowitz identifies as issues confronting the global South (2017). Keywords: Good teaching practices, global South, SoTL, Scholarship of teaching and learning, EditorialHow to cite this article:Lee, K.C. & Scoles, J. 2020. Good teaching practices: Re-examining curricula, materials, activities, assessments. Scholarship of Teaching and Learning in the South. 4(2): 1-5. https://doi.org/10.36615/sotls.v4i2.152.This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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 for face-to-face tutorials, as well as in completing the online quizzes. Interactive engagement is not obvious. This study suggests that more strategic scaffolding provided for students could result in a higher level of effectiveness in learner engagement as well as a need to re-look at the design of the materials, activities, and tasks if the intent is to mediate interactive engagement. Keywords: Flipped classroom, ICAP framework, Online learning, Scaffolding, Student engagementHow to cite this article:Lee, K.C., Goh, H., Teng, J. & Wong, K.W. 2020. Flipped classroom: An investigation into learner engagement during non-face-to-face components. Scholarship of Teaching and Learning in the South. 4(2): 118-137. https://doi.org/10.36615/sotls.v4i2.116.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
What role do academic development units (ADUs) have to play in responding to rapid shifts in the global landscape, especially in times such as the recent pandemic? This paper retrospectively captured and reflected upon how an ADU at a research-intensive university in Asia responded during the pandemic. Using semi-structured interviews, perspectives were sought from multiple stakeholders at micro, meso and macro levels including academic developers. Together, responses from these 17 respondents converge on who they reached out to and the areas of support they received from the ADU during these uncertain times. The implications for ADUs in supporting the faculty community both during crisis situations and in navigating changes are discussed.
Internationalisation has been associated with the cultivation of global competencies. However, there have also been contentions about inclusivity, accessibility and mobility, and that it may privilege some. This reflective piece attempts to respond to these tensions through a description of, and reflection on, the effectiveness of two Internationalisation at Home (IaH) initiatives. It focuses on informal curricula in living-learning contexts where literature and concrete examples are scanty. Drawing on the learning points, it shares thoughts about the need for critical mass, whole university experience, and intentionality. Keywords: Global citizenry, Internationalization at Home (IaH), Internationalisation, Scholarship of Teaching and Learning How to cite this article: Lee, K.C., Soong, S.K.A. & Putra, A.S. 2021. Internationalization at Home (IaH) in Living-learning contexts. Scholarship of Teaching and Learning in the South. 5(1): 129-138. DOI: 10.36615/sotls.v5i1.164. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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