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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 0000-0003-3123-4021), Hazel Christie, Jill R. D. MacKay (ORCID 0000-0001-7134-4829), George Kinnear (ORCID 0000-0003-4191-4258)
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
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  Data: <searchLink fieldCode="AR" term="%22Anna+K%2E+Wood%22">Anna K. Wood</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3123-4021">0000-0003-3123-4021</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hazel+Christie%22">Hazel Christie</searchLink><br /><searchLink fieldCode="AR" term="%22Jill+R%2E+D%2E+MacKay%22">Jill R. D. MacKay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7134-4829">0000-0001-7134-4829</externalLink>)<br /><searchLink fieldCode="AR" term="%22George+Kinnear%22">George Kinnear</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4191-4258">0000-0003-4191-4258</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Academic+Development%22"><i>International Journal for Academic Development</i></searchLink>. 2024 29(1):114-127.
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  Data: 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
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  Data: 10.1080/1360144X.2022.2103817
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  Data: 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.
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      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: Reflective Teaching
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      – SubjectFull: STEM Education
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      – SubjectFull: Medicine
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Educational Change
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      – SubjectFull: Data Use
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      – SubjectFull: Preferences
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      – SubjectFull: Educational Practices
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      – TitleFull: Using Data about Classroom Practices to Stimulate Significant Conversations and Aid Reflection
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