Using Data about Classroom Practices to Stimulate Significant Conversations and Aid Reflection
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| Title: | Using Data about Classroom Practices to Stimulate Significant Conversations and Aid Reflection |
|---|---|
| Language: | English |
| Authors: | Anna K. Wood (ORCID |
| Source: | International Journal for Academic Development. 2024 29(1):114-127. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Class Activities, Reflective Teaching, STEM Education, Medicine, Teaching Methods, Educational Change, Data Use, Preferences, Educational Practices |
| DOI: | 10.1080/1360144X.2022.2103817 |
| ISSN: | 1360-144X 1470-1324 |
| Abstract: | This study explored the way in which detailed data about how time is spent on classroom activities, generated by the FILL+ tool (Framework for Interactive Learning in Lectures), can stimulate professional conversations about teaching practices and aid reflection for STEMM lecturers. The lecturers felt that personalised data provided an unbiased view of the lecture, overcoming the difficulty of relying on their memory alone. They indicated that this approach would help them to reflect on their teaching, particularly when the data was surprising, and many felt that it would encourage them to make changes to their teaching practice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414926 |
| Database: | ERIC |
| Abstract: | This study explored the way in which detailed data about how time is spent on classroom activities, generated by the FILL+ tool (Framework for Interactive Learning in Lectures), can stimulate professional conversations about teaching practices and aid reflection for STEMM lecturers. The lecturers felt that personalised data provided an unbiased view of the lecture, overcoming the difficulty of relying on their memory alone. They indicated that this approach would help them to reflect on their teaching, particularly when the data was surprising, and many felt that it would encourage them to make changes to their teaching practice. |
|---|---|
| ISSN: | 1360-144X 1470-1324 |
| DOI: | 10.1080/1360144X.2022.2103817 |
