A collaborative autoethnography study to inform the teaching of reflective practice in STEM

Hains-Wesson, Rachael; Young, Karen

doi:10.1080/07294360.2016.1196653

Cited by 29 publications

(10 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on these findings, educational policymakers can modify non-STEM curriculums to reflect courses and trainings that can not only improve the learning experiences of students, but also ensure that future students are capable of effortlessly integrating new technologies into their learning practices. Moreover, knowledge and attitudes especially of teachers in information technology can in turn influence the development of positive student attitudes, interest and confidence toward the field(Hains-Wesson & Young, 2017). Therefore, teacher training to support students" technology use and self-efficacy increase would also be beneficial.…”

mentioning

confidence: 99%

Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China

Thongsri

Shen

Bao

2019

Innovations in Education and Teaching International

View full text Add to dashboard Cite

Recognizing the underlying relationship between e-learning practice and the institutional environments hosted in, the Chinese educational practice on branching high school students into science, technology, engineering, and mathematics (STEM) and non-STEM academic major groups before being admitted into universities or colleges is examined. By extending the wellestablished Technology Acceptance Model (TAM) with computer self-efficacy, this study aims to examine the difference in perceptions and behaviours on e-learning adoption from the STEM and non-STEM students. The results revealed that STEM"s score of computer self-efficacy, perceived ease of use and behavioural intention to use e-learning are all greater than non-STEM"s.

show abstract

mentioning

confidence: 99%

Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China

Thongsri

Shen

Bao

2019

Innovations in Education and Teaching International

View full text Add to dashboard Cite

show abstract

“…This approach combines reflective self-review within a supportive collaborative framework. Our intention throughout our collaboration has been to emphasise the importance of "self " to both the practice being researched and to the practice of research in the context of collaboration (as exemplified by Hamilton et al, 2008;and Hains-Wesson and Young, 2017). The rigour of this research approach in this context is supported by the validity checks proposed by LaBoskey ( 2004) incorporating: self-initiation; being focused on improvement; being interactive; and based on trust.…”

Section: Methodsmentioning

confidence: 99%

On the Nature of Quality in the Contexts of Academic Publication and Sustainability

et al. 2021

View full text Add to dashboard Cite

Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how effective current quality assurance processes may be; how congruent open access publication processes may be with the ideals of sustainability and of the SDGs; and about what new and different indicators of quality might look like. An inductive analysis of their reflections yielded three emergent and reoccurring themes: casting doubt on the fitness for purpose of current academic publication processes and means to assure their quality; seeking justice for all involved in academic publication; and creating opportunities for change. In writing this article, authors considered these themes and how academia might address them.

show abstract

“…Since the researchers were participants within the study, the use of a collaborative autoethnography afforded them the opportunity to capture the insights of each individual and then provide a collective perspective and voice. Moreover, many collaborative autoethnographies (CAE) are employed when conducting a "self-study", especially in regard to programs and program reviews (Hains-Wesson and Young 2017;Taylor et al 2014). Since this study aimed at exploring the influence of this newly formed M.S.…”

Section: Qualitativementioning

confidence: 99%

University Innovation Hubs & Technology-Enhanced Learning in K12 Environments

Herron

Wolfe

2021

TechTrends

View full text Add to dashboard Cite

Colleges and schools of education serve K12 educators very well in many areas and there are instructional design programs housed in traditional academic units that produce high-caliber scholars and researchers that impact our field. However, this article suggests that partnerships between university innovation hubs and K12 schools fill a gap of programming focused on developing practical skills related to digital transformation of learning environments. This article presents a case study of an innovation hub developing such programming. Anderson University (SC)'s Center for Innovation and Digital Learning (CIDL) staff began offering external professional development offerings for K12 educators and leaders who were seeking to use design thinking and emerging technologies as the university had been doing with its own initiatives, such as its one-to-one program. Over time, these relationships led to the development of a uniquely structured professional master's degree intentionally aligned to national K12 and post-secondary educational technology association standards as well as state online teacher endorsement criteria. The program is administered and taught by instructional design personnel in the CIDL, a university innovation hub outside of a traditional academic unit. The article offers insight into the development and alignment of external programming as well as specific insights from the learners, instructors, and the program leaders: (1) the importance of having practitioners as faculty in digital transformation programs; (2) the role of practitioner-faculty in professional community development; and (3) the organizational advantages and impact. Implications and further research opportunities around this type of programming will be identified as well.

show abstract

A collaborative autoethnography study to inform the teaching of reflective practice in STEM

Cited by 29 publications

References 17 publications

Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China

Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China

On the Nature of Quality in the Contexts of Academic Publication and Sustainability

University Innovation Hubs & Technology-Enhanced Learning in K12 Environments

Contact Info

Product

Resources

About