| 1. |
- Ali, Kamran, et al.
(författare)
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Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study
- 2023
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Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 27:4, s. 823-832
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Addressing a literature gap on leaner agency in health profession education, this study explores students' perceptions on which aspects of a problem-based learning (PBL) environment cradle their leaner agency enactment.METHODS: Thirty-eight students from a newly established undergraduate dental medicine programme in Qatar participated in the study. Q methodology was adopted to collect and analyse data both qualitatively and quantitatively. A 40-statement Q-set was established based on a proposed conceptual framework of learner agency in PBL, including three dimensions-intrapersonal, behavioural and environmental.RESULTS: Q methodological factor analysis identified four significantly different student viewpoints, which underscored participants' enactment of learner agency addressing the intrapersonal, behavioural and environmental dimensions of the conceptual framework. Despite differences in opinion regarding sources of learner agency, the four student viewpoints unanimously underscore the importance of PBL facilitators' expertise to nurture and develop agency amongst undergraduate students. Post-sorting qualitative data further confirmed the quantitative analysis. Time constraints and workload were identified as the main challenges by the participants.CONCLUSIONS: This study explored enactment of learner agency as perceived by undergraduate dental students in a PBL curriculum. The findings of this study provide new insights into participants' subjective understanding of learner agency in a PBL curriculum in dentistry. Structured support is needed for students having no prior PBL experiences to develop their learner agency at both intrapersonal and behavioural (self-regulated learning) dimensions, and to ensure they interact with their learning environment proactively.
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| 2. |
- Chaaban, Youmen, et al.
(författare)
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Education Stakeholders' Viewpoints about an ESD Competency Framework : Q Methodology Research
- 2023
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 15:3
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Tidskriftsartikel (refereegranskat)abstract
- Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.
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| 3. |
- Du, Xiangyun, et al.
(författare)
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Examining emic viewpoints on a pedagogical development program's long-term effects using Q methodology
- 2021
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Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 71
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Tidskriftsartikel (refereegranskat)abstract
- To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors' viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants' subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice - readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors' agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided.
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| 4. |
- Du, Xiangyun, et al.
(författare)
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Examining engineering students' perceptions of learner agency enactment in problem- and project-based learning using Q methodology
- 2022
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Ingår i: Journal of Engineering Education. - : John Wiley & Sons. - 1069-4730 .- 1524-4873 .- 2168-9830. ; 111:1, s. 111-136
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Tidskriftsartikel (refereegranskat)abstract
- Background Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose This study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important. Method Thirty-nine students from two PBL civil engineering courses in Qatar participated in the study. Q methodology was chosen for both qualitative and quantitative data collection and analysis. A 40-item Q set based on a theoretical model of learner agency was used. Results Eight significantly different student viewpoints emerged from the Q methodological factor analysis, indicating a range of individual perceptions of learner agency. Intrapersonal dimensions were highlighted by three of the eight viewpoints, behavioral dimensions were underlined by seven viewpoints, and environmental dimensions were valued by all viewpoints. Conclusion While the results reveal a wide range of individual experiences with learner agency across the three dimensions, students addressed self-directed learning aspects both actively and passively, suggesting that many participants still value instructors' roles of providing direct instruction and authorized knowledge in PBL. The results highlight the need for more awareness of learner agency and more opportunities for students to enact learner agency by increasing PBL knowledge, skills, and efficacy. Q methodology can contribute to engineering education research by providing new theoretical and empirical insights into learners' subjective understanding of agency in a PBL setting as a complex system.
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| 5. |
- Du, Xiangyun, et al.
(författare)
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Health educators' professional agency in negotiating their Problem-Based Learning (PBL) facilitator roles : Q study
- 2022
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Ingår i: Medical Education. - : John Wiley & Sons. - 0308-0110 .- 1365-2923. ; 56:8, s. 847-857
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: University educators are expected to cope with emerging situations and complex issues in teaching and learning, and this requires them to be agentic and proactive. While professional agency of health educators has not been investigated adequately, this study explores health educators' perception of their enactment of professional agency in the PBL facilitation process in a post-pandemic context.METHODS: Forty PBL facilitators from medical and dental programs in Qatar University participated in the study during the fall semester of 2021, after resuming in-person PBL sessions. To collect and analyze data both qualitatively and quantitatively Q methodology was employed. A 33-statement Q-set was established based on a proposed theoretical framework of professional agency in PBL facilitation, which included three dimensions - intrapersonal, action, and environment.RESULTS: Q factor analysis identified five significantly different viewpoints regarding how PBL facilitators perceive their professional agency sources, namely, 1) institutional resources, 2) policy guideline, 3) making efforts to improve support for students, 4) beliefs on PBL effectiveness, and 5) agentic actions. While four of the viewpoints were positive, participants with the second viewpoint reported negative perceptions and described lack of interest in facilitation work. All three dimensions of the framework were addressed and indicated complexity and interrelatedness of agency enactment. Consensus was observed regarding the need for more professional learning activities for faculty involved in PBL facilitation as source of professional agency.DISCUSSION: The results revealed a high variation of participants' perceptions of professional agency enactment throughout the three dimensions, indicating the need for establishing a common understanding of PBL facilitation work in a given context. For practical implications, further institutional efforts are required to support professional learning for PBL facilitation in a post-pandemic context. Alternate approaches highlighting enforcement of agentic actions in all dimensions of intrapersonal values, stance and action taking, and active interactions with students, colleagues and institutional environments are crucial. Q methodology provides new conceptual and empirical insights to explore the subjectivity of actors in health education.
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| 6. |
- Du, Xiangyun, et al.
(författare)
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University Teachers' Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program
- 2022
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 14:19
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated university teachers' perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers' expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.
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| 7. |
- Du, Xiangyun, et al.
(författare)
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University teachers' professional learning for academic development : Q methodology research
- 2023
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Ingår i: International journal for academic development. - : Routledge. - 1360-144X .- 1470-1324.
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university's overall strategy. This study explored 30 university teachers' perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to practice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.
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| 8. |
- Johri, Aditya, et al.
(författare)
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Knowledge Construction in Engineering Education Research : Assessing the Role of Journals, Books, Conferences, and Other Products of Research
- 2022
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Ingår i: Proceedings. - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- This panel will discuss the role of different knowledge artifacts in creating, maintaining, and circulating knowledge within the engineering education community. The past decade has seen a significant increase in the venues available for sharing engineering education research and as the field grows and builds more knowledge, it is equally important to also take stock of prior work and of strategies to create novelty. Within this context, what is the role of different knowledge encapsulating artifacts and why do those who engage with creating these artifacts do so? In this panel we touch upon these issues while taking stock of the knowledge base in the field. We will also discuss what the future of knowledge creation in the field might look like given the move towards open access online publications as the primary form of knowledge circulation. Finally, in the post-COVID context, what will and should be the role of in-person events in this process. In terms of equity of participation, what potential avenues are available?.
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| 9. |
- Lyngdorf, Niels Erik Ruan, et al.
(författare)
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First-year engineering students' learner agency sources in a systemic PBL environment : a Q study
- 2023
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis. - 0304-3797 .- 1469-5898. ; 48:6, s. 1130-1147
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Tidskriftsartikel (refereegranskat)abstract
- Problem-based learning (PBL) has been implemented with different levels of success in first-year engineering education in response to the rapidly growing requirements for a higher degree of learner agency in graduates. This study is contextualised in a systemic problem-based learning environment and explores the sources of first-year engineering students' learner agency development in relation to the main features and skillsets of PBL, such as teamwork, student-centredness, problem orientation and project organisation. Q methodology was employed, including both qualitative and quantitative data collection and analysis based on a 39-statement Q sample and 102 valid Q sorts. The Q analysis identified four statistically distinct viewpoints on the key sources of learner agency for students: (1) Team dynamism and self-directed learning within the project team, (2) Trust and peer support within the project team, (3) Individual efforts at career readiness and (4) Team efforts at project management. The findings highlight the potential of PBL for offering more and better pedagogical support for first-year engineering students in developing learner agency.
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