Archives for nr.12
Discerning Myths from Methods: University Faculty’s Understanding of Learning Science and Metacognition on Pedagogy
This study assessed the pedagogical knowledge and metacognitive awareness of pedagogy of faculty (N = 107) at a large state university in the United States. The purpose was to ascertain whether faculty could distinguish effective learning practices from ineffective ones, as determined by empirical research in learning science. Faculty responded to items regarding the efficacy of effective practices and others shown by research to be neuromyths or misconceptions. Faculty across all colleges correctly identified most of the effective practices but also endorsed myths/misconceptions, ultimately showing limited pedagogical knowledge. Tenured faculty showed stronger pedagogical knowledge than newer faculty. Faculty were also assessed on their confidence in their knowledge of pedagogical practices. Respondents demonstrated poor metacognitive awareness as there was no relationship between confidence in pedagogical knowledge and actual pedagogical knowledge. Surprisingly, education faculty scored no better in pedagogical knowledge than faculty of any other college and also showed low metacognitive awareness. Results indicate that universities preparing doctoral students for faculty positions should ensure candidates are exposed to accurate information regarding learning science. The implications for colleges of education are more dire in that they may be failing to prepare candidates in the most essential aspects of the field.
Exploring Artificial Intelligence Tool Adoption in a Higher Education Faculty’s Pedagogical Practices through CHAT: Supporting International Students in Improving Academic Performance
Artificial Intelligence tools are increasingly utilised across various domains, including higher education, owing to their potential to enhance teaching and learning. This study examines how tutors in a UK higher education faculty adopt AI tools to help international students improve their academic performance. International students often encounter challenges, such as language barriers, cultural differences, and adapting to new educational systems, which can adversely affect their academic success and learning experience. AI tools can potentially mitigate these challenges and support international students. Findings from semi-structured interviews with four tutors reveal the types of AI tools used, factors influencing their adoption, and their perceived effectiveness. The study identifies challenges in integrating AI tools, framed as secondary contradictions through Cultural Historical Activity Theory (CHAT), and offers recommendations for effective integration. These insights can guide faculty policies and training programmes to improve international students' academic outcomes and enhance AI integration in teaching practices.
John. D. Bransford, Ann. L. Brown, Rodney. R. Cocking, “How people learn” (Vol. 11). Washington, DC, Publisher: National Academy Press, 2000.
How People Learn is a seminal work that synthesises research on human learning, cognitive science, and instructional practices. It examines how neuroscience developments and empirical studies on cognition can inform instructional strategies to optimise learning. The book aims to bridge the gap between research and educational practice, providing insights into how teaching methodologies can support students in achieving their full intellectual potential. It highlights the critical role of well-structured curricula, effective instructional strategies, and an understanding of how people process and retain knowledge.