Filling the Knowledge-to-Action Gap with Open Access Pedagogy: An Alternative Assignment Model
References
- Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments (1–13). DOI: 10.1080/10494820.2020.1813180
- Ahlfeldt,
S.,
Mehta,
S., &
Sellnow,
T. (2005).
Measurement and analysis of student engagement in university
classes where varying levels of PBL methods of instruction are in
use. Higher Education Research &
Development, 24(1),
5–20.
https://psycnet.apa.org/doi/10.1080/0729436052000318541 . DOI: 10.1080/0729436052000318541 - APA Board of Educational Affairs
Task Force on Psychology Major Competencies. (2013,
August). APA Guidelines for the Undergraduate
Psychology Major.
https://www.uis.edu/psychology/wp-content/uploads/sites/59/2014/09/APA-Guidelines-Undergraduate-Psychology-Major-2013.pdf - Appleby,
D. C.,
Young,
J., Van
Kirk, J.,
Rudmann,
J.,
Naufel, K.
Z., Spencer,
S. M.,
Hettich,
P.,
Carducci, B.
J., &
Richmond, A.
S. (2019,
February). The skillful psychology student: Skills
you will need to succeed in the 21st-Century workplace.
American Psychological Association.
https://www.apa.org/ed/precollege/psn/2019/02/skillful-student - Armstrong,
P. (2010).
Bloom’s Taxonomy. Vanderbilt
University Center for Teaching.
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ - Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals; Handbook I: Cognitive domain. New York: David McKay.
- Bowen, S. J., & Graham, I. D. (2013). From knowledge translation to engaged scholarship: promoting research relevance and utilization. Archives of physical medicine and rehabilitation, 94(1), S3–S8. DOI: 10.1016/j.apmr.2012.04.037
- Briere,
J. L., &
Wilson, J.
R. (2018). Reading
ability and multiliteracy among rural Saskatchewan high school
students. Journal of Literacy and
Technology, 19(2),
99–127.
http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v19_number_2_winter18_briere_wilson.pdf - Bryson, C., & Hand, L. (2007, October 9). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362. DOI: 10.1080/14703290701602748
- Cazden,
C.,
Cope,
B.,
Fairclough,
N.,
Gee,
J.,
Kalantzis,
M.,
Kress,
G., … &
Nakata,
M. (1996).
A pedagogy of multiliteracies: Designing social
futures. Harvard educational review,
66(1),
60–92.
http://vassarliteracy.pbworks.com/w/file/fetch/9012261/Pedagogy%20of%20Multiliteracies_New%20London%20Group.pdf . DOI: 10.17763/haer.66.1.17370n67v22j160u - CIHR: Canadian Institutes for
Health Research. (2019). Tri-Agency Open
Access Policy on Publications.
https://cihr-irsc.gc.ca/e/32005.html - CIHR: Canadian Institutes for
Health Research. (2020). Knowledge
translation.
https://cihr-irsc.gc.ca/e/29529.html - Collaço, C.
M. (2017).
Increasing student engagement in higher
education. Journal of Higher Education Theory and
Practice, 17(4),
40–47.
http://www.na businesspress.com/JHETP/CollacoCM_Web17_4_.pdf - Creative Commons.
(n.d.). About CC licensing. Creative
Commons. Retrieved February 8, 2022 from
https://creativecommons.org/about/cclicenses/ - Delialioglu,
Ö. (2012).
Student engagement in blended learning environments with
lecture-based and problem-based instructional approaches.
Educational Technology & Society,
15(3),
310–322.
https://www.jstor.org/stable/jeductechsoci.15.3.310 - Doyle, T. (2008). Helping students in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus Publishing.
- Engebretsen, E., Sandset, T. J., & Ødemark, J. (2017). Expanding the knowledge translation metaphor. Health Research Policy and Systems, 15(1), 1–4. DOI: 10.1186/s12961-017-0184-x
- Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393–399. DOI: 10.1016/j.lindif.2016.05.019
- Gagnon, M. L. (2011). Moving knowledge to action through dissemination and exchange. Journal of clinical epidemiology, 64(1), 25–31. DOI: 10.1016/j.jclinepi.2009.08.013
- Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: time for a map? Journal of continuing education in the health professions, 26(1), 13–24. DOI: 10.1002/chp.47
- Grimshaw, J. M., Eccles, M. P., Lavis, J. N., Hill, S. J., & Squired, J. E. (2012). Knowledge translation of research findings. Implementation Science, 7(50), 1–17. DOI: 10.1186/1748-5908-7-50
- Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192. DOI: 10.3200/JOER.98.3.184-192
- Hango,
D. (2015).
University graduates with lower levels of literacy and numeracy
skills. Statistics Canada.
https://www150.statcan.gc.ca/n1/pub/75-006-x/2014001/article/14094-eng.htm - Jang,
H. (2008).
Supporting students’ motivation, engagement, and
learning during an uninteresting activity. Journal
of Educational Psychology, 100(4),
798–811.
https://psycnet.apa.org/doi/10.1037/a0012841 . DOI: 10.1037/a0012841 - Kahu, E., Nelson, K., & Picton, C. (2017). Student interest as a key driver of engagement for first year students. Student Success, 8(2), 55–66. DOI: 10.5204/ssj.v8i2.379
- Krathwohl, D.
R. (2002). A
revision of Bloom’s Taxonomy: An Overview.
Theory Into Practice,
41(4),
212–264.
https://cmapspublic2.ihmc.us/rid=1Q2PTM7HL-26LTFBX-9YN8/Krathwohl%202002.pdf . DOI: 10.1207/s15430421tip4104_2 - Lumpkin,
A.,
Achen, R.
M., & Dodd,
R. K. (2015).
Student perceptions of active learning.
College Student Journal,
49(1),
121–133.
https://www.queensu.ca/teachingandlearning/modules/active/documents/Lumpkin%20Angela%20Student%20Perceptions%20of%20Active%20Learning.PDF - Mandernach, B.
J.,
Donnelli-Sallee,
E., &
Dailey-Hebert,
A. (2011).
Assessing Course Student Engagement. Promoting student
engagement, 1, 277–280.
https://cpltl.iupui.edu/doc/Miller%20et%20al_2011.pdf#page=282 - Miller, R. B., & Brickman, S. J. (2004). A Model of Future-Oriented Motivation and Self-Regulation. Educational Psychology Review, 16(1), 9–33. DOI: 10.1023/B:EDPR.0000012343.96370.39
- Rose,
S. (2014).
Publishing undergraduate research: Creating opportunities to
enhance the student learning experience within a research-intensive
university. Inspiring Academic Practice,
1(2),
1–6.
https://education.exeter.ac.uk/ojs/index.php/inspire/article/view/24/15 - Schlenker, B. R., Schlenker, P. A., & Schlenker, K. A. (2013). Antecedents of academic engagement and the implications for college grades. Learning and Individual Differences, 27, 75–81. DOI: 10.1016/j.lindif.2013.06.014
- Schrand, T. (2008). Tapping into active learning and multiple intelligences with interactive multimedia: A low-threshold classroom approach. College Teaching, 56(2), 78–84. DOI: 10.3200/CTCH.56.2.78-84
- Shea,
B. J. (2011).
A decade of knowledge translation research: What has
changed?
Journal of Clinical Epidemiology: Knowledge Translation Series,
64(1),
3–5.
https://www.jclinepi.com/article/S0895-4356(10)00279-9/fulltext . DOI: 10.1016/j.jclinepi.2010.07.009 - Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26(4), 481–506. DOI: 10.1006/ceps.2000.1073
- SSHRC: Social Sciences and
Humanities Research Council of Canada. (2019).
Guidelines for effective knowledge mobilization.
https://www.sshrc-crsh.gc.ca/funding-financement/policies-politiques/knowledge_mobilisation-mobilisation_des_connaissances-eng.aspx - SSHRC: Social Sciences and
Humanities Research Council of Canada. (2021).
Definitions of terms.
https://www.sshrc-crsh.gc.ca/funding-financement/programs-programmes/definitions-eng.aspx#km-mc - Straus, S. E., Brouwers, M., Johnson, D., Lavis, J. N., Légaré, F., Majumdar, S. R., … & Grimshaw, J. (2011). Core competencies in the science and practice of knowledge translation: description of a Canadian strategic training initiative. Implementation Science, 6(1), 1–7. DOI: 10.1186/1748-5908-6-127
- Troisi, J. D. (2014). Making the grade and staying engaged: The influence of student management teams on student classroom outcomes. Teaching of Psychology, 41(2), 99–103. DOI: 10.1177/0098628314530337
- UNESCO. (n.d.a).
What is open access?
UNESCO Open Access Publications.
https://en.unesco.org/open-access/what-open-access - UNESCO. (n.d.b).
Unrestricted Access. Unlimited Use. UNESCO
Open Access Publications.
https://en.unesco.org/open-access/unrestricted-access-unlimited-use - University of
Saskatchewan. (n.d.). Open Educational Practices.
Teaching and Learning.
https://teaching.usask.ca/curriculum/open-educational-practices.php#About - Warren, M. R., Calderón, J., Kupscznk, L. A., & Squires, G. (2018). Is collaborative, community-engaged scholarship more rigorous than traditional scholarship? On advocacy, bias, and social science research. Urban Education, 53(4), 445–472. DOI: 10.1177/0042085918763511
- Webber, K. L., Krylow, R. B., & Zhang, Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54(6), 591–611. DOI: 10.1353/csd.2013.0090
- Wolfenden, L., Mooney, K., Gonzalez, S., Hall, A., Hodder, R., Nathan, N., … & McCrabb, S. (2022). Increased use of knowledge translation strategies is associated with greater research impact on public health policy and practice: an analysis of trials of nutrition, physical activity, sexual health, tobacco, alcohol and substance use interventions. Health Research Policy and Systems, 20(1), 1–10. DOI: 10.1186/s12961-022-00817-2
- Wolfenden, L., Ziersch, A., Robinson, P., Lowe, J., & Wiggers, J. (2015). Reducing research waste and improving research impact. Aust NZJ Public Health, 39(4), 303–4. DOI: 10.1111/1753-6405.12467
- Young, P. (2010). ‘I Might as Well Give Up’: Self-esteem and mature students’ feelings about feedback on assignments. Journal of Further and Higher Education, 24(3), 409–418. DOI: 10.1080/030987700750022325
DOI: https://doi.org/10.55982/openpraxis.14.4.492 | Journal eISSN: 2304-070X
Language: English
Page range: 300 - 309
Submitted on: Apr 2, 2022
Accepted on: Dec 13, 2022
Published on: Dec 31, 2022
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2022 Jennifer L. Briere, Ishita B. Zaman, Sophia Haotong Wang, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.