Participation is predictive of individual, but not group, work in the context of a blended education course. (A first to remember!)

This paper will be a first to remember for me; it’s my first paper published in 2021, and the first published under TLR In Action (our recently formed not-for-profit). It also happens to be my first paper published in The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL), where I’m taking up my first editorial position as an associate editor. This will be a first to remember!

Click here for a link to the paper! We show that students participation grades are predictive of their grades on course work that they complete individually in a blended learning context.

On nurturing the emergent SoTL researcher: responding to challenges and opportunities

I’m thrilled to share this study on how we can support researchers who are new to the scholarship of teaching and learning. This study is particularly meaningful for me not only because of the importance of the topic, but also because I gained extremely valuable insights and experiences collaborating on this research with educational developers and students as research partners (Celia Popovic, Laura Farrugia, Salma Saleh, Geneviève Maheux-Pelletier, and Mandy Frake-Mistak). Working on this study largely ignited my interest in students as research partners, which I’ve examined with my colleagues (the corresponding paper is currently in press in the journal Imagining SoTL) and am currently collaboratively writing a book chapter on this topic with a student partner.

Understanding the impact of attendance and participation on academic achievement

Our paper on the impact of attendance and participation on academic achievement is now available online! Here is a pre-formatted version of the paper.

In this study, we provide evidence demonstrating that it is not enough for students to be physically present in class to do well in a course – students’ engagement in class, not attendance, is predictive of their achievement in the course.

Thanks to all my co-authors – Sharry Shakory, Arman Azad, Celia Popovic and Lillian Park – for a great collaboration!

The spacing effect stands up to big data

Our new paper, “The spacing effect stands up to big data”, is now accessible here. We analyzed longitudinal data from 10,514 individuals, collected in the context of naturally occurring workplace training. Our results revealed a significant interaction between spacing interval and retention interval: the optimal amount of spacing between repeated retrieval events increased as the retention interval increased. These findings are in line with the results of laboratory studies, demonstrating the relevance and transferability of laboratory-based research to real-world contexts.

A big thank you to my co-authors for their contributions to the study, as well as Carol Leaman and the entire Axonify team for such a great, ongoing collaboration.

STLHE 2018 cracker barrel session on supporting SoTL researchers

We had a great turnout yesterday, and very insightful discussions on how to support SoTL researchers, at our cracker barrel session: “Insights into how to best support scholarship of teaching and learning (SoTL) researchers //Aperçu de la façon de mieux soutenir les chercheurs du SoTL.” If you couldn’t make it to our session, attached is our handout.