eScholar
eScholar stores, preserves and disseminates digital copies of the research and scholarly output of eScholar faculty, researchers and students. These can include the following items:
- Monographs
- Pre- and post-prints of academic journal articles
- Theses and dissertations
- Major projects and papers
- Reports/working papers and conference proceedings
Materials in eScholar are openly available to the world and discoverable through search engines such as Google Scholar. This high visibility, discoverability, and exposure can lead to increased citation.
Communities in eScholar
Select a community to browse its collections.
- Ontario Tech Campus Libraries
- Faculty of Business & Information Technology (FBIT)
- Faculty of Education (FEDU)
- Faculty of Energy Systems & Nuclear Science (FESNS)
- Faculty of Engineering & Applied Science (FEAS)
Recent Submissions
A Year in Review: Summary of Activities for the 2023-24 Peer Wellness Education Program at Ontario Tech University
(University of Ontario Institute of Technology, 2024) Zafar, Wania; Syed, Wania F.; Smith, Sienna; Cole, Adam G.
The Peer Wellness Education Program provides opportunities for students to gain hands-on experience in the field of health promotion, improve their skills, meet other students, and learn health tips that can be used in their own lives.
A team of 15 students (10 students in the Fall semester and 14 students in the Winter semester) worked together to implement various social marketing campaigns and distribute
health promotion resources during the 2023-24 academic year. Throughout the year, team members contributed almost 500 hours to implement various display booths, health promotion events, and workshops organised by the Peer Wellness Education Program and Ontario Tech Health Promotion. The Peer Wellness Education team volunteered at over 50 health promoting events, interacted with over 2450 students, and disseminated over 3,400 health promotion resources. The team also created social media posts on Instagram to promote the program, created blog posts for Ridgeback Student Voices, and created two new display boards during this time. A quarter of students could directly name the Peer Wellness Education team or Ontario Tech Health Promotion as a program or service on campus without prompting during intercept interviews, and the majority of surveyed students had seen or heard about a health promotion activity. After volunteering with the Peer Wellness Education team, team members reported increases in knowledge of health promotion concepts, and development of skills related to engaging students in conversations about their health and creating informative, appealing health education resources.
The Peer Wellness Education Program has been a success and will use the momentum achieved over the past year to continue promoting health on campus in the 2024-25 academic year. Over the next year, the team will increase the number of hosted events, student interactions, and resources disseminated, and will increase their presence at the Downtown Campus.
Examining impact and perceptions: a literature review on instructor feedback strategies and English Language Learners writing performance
(2024-03-01) Sultan, Wejdan; Eamer, Allyson
Over the years, researchers have conducted empirical studies to investigate the impact of various instructor feedback strategies to enhance English Language Learners (ELLs) writing performance. The present study synthesizes the findings of 46 articles, including both past and current publications. While greater focus was put on corrective feedback strategies, alternative feedback approaches were also considered; overall, the findings confirm that all instructor feedback positively impacts students' writing performance, albeit to different degrees. Moreover, my research indicates that ELLs believe instructor feedback contributes to their writing development. When attempting to gauge students’ specific feedback preferences as well as examine the differential effects of feedback strategies, I found that the benefits of feedback interventions were contingent on and influenced by different variables. Pedagogical implications and areas for further research are discussed.
Dance and vlogs: creating pathways to STEM identity for marginalized girls
(2024-03-01) Nathan, Amy; Ruttenberg-Rozen, Robyn
Girls tend to start losing interest and confidence in their STEM talents in their adolescence and start dissociating themselves away from STEM. Research shows that alternative learning practices have been useful and been able to increase STEM exploration, engagement and support STEM learning. In this paper, I explore the impact of STEM learning from two alternative practices: dance and video logging to determine if there is a connection to STEM identity development of marginalized girls.
Drawing back the curtain: a scoping review of backchannel communication use in adult education environments 2001 to 2023
(2024-03-01) Byers Reid, Tracy; Morrison, Laura
Social interactions during the learning process encourage engagement and enrich the learning experience. Frequently, larger classes, student dispositional barriers, and time constraints in adult educational settings impact student interactions with peers or professors. This scoping literature review explores how educators and students leverage digital communication backchannels in adult educational environments to facilitate learning, participation, and engagement. By reviewing literature from 2001 to 2023, this paper uses a longitudinal approach to provide a comprehensive understanding of the required technology affordances, implementation practices, and instructional strategies for backchannel use in adult education.
The perspectives of childbearing individuals and their families with reduced local access to maternity services in Canadian rural and remote communities: a qualitative evidence synthesis
(2024-05-01) Magdum, Komal; Brunton, Ginny
The reduction and discontinuation of maternity services in rural and remote communities in Canada has created health accessibility issues for many childbearing individuals. In this study, the perspectives of individuals and their families who lack local access to maternity care will be assessed using a Qualitative Evidence Synthesis (QES). Previous qualitative research has identified several stressors due to closures. By framing the research after the release of a watershed document - the Family Centered Maternity and Newborn Care (FCMNC) guidelines from 2019 - the implementation of the guidelines will be assessed. The objective of this study is to synthesize the existing evidence on perspectives of childbearing individuals and their families living in rural and remote communities who face lack of local access to maternity services after the FCMNC release. Results of this QES show that childbearing individuals continue to experience accessibility issues, which impacts their health and wellbeing.