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2.
The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.  相似文献   

3.
Whilst there has been a great deal of activity in the exploration of learning situations, especially with the development of computer-aided learning, the introduction of holistic views of learning situations can be useful. In particular, one current approach is that of supported web-based learning systems to complement traditional teaching. This paper focuses on recent work at Liverpool John Moores University (JMU) for one undergraduate module, which with one other has served to provide a rationale for a web-based teaching, learning and support environment for academic staff and students. The approach has enabled researchers at JMU to explore module/programme support development possibilities on the web from academic, quality and commercial perspectives as well as the cybernetic and evolutionary nature of learning. It has also enabled an exploration of student attitudes and perceptions to the technology, insights into the learning strategies adopted by students and their relation to student learning styles. The emphases in studying this system are appropriateness in terms of pedagogy, quality of content, presentation and technology fit. The innovation has appeal with students, it has flexibility as a delivery platform and there are cost benefits and external commercial possibilities. The development process for academics has been mapped and cost benefits of the web site gauged, in order to develop the strategy of a quality-based web-supported teaching and learning environment, coupled with a suitable support mechanism and evaluation model, for staff and students at JMU.  相似文献   

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5.
Engaging students has been seen as the key to promoting their achievement in higher education institutions. However, there is an important stage prior to this: the development of a positive student identity which influences students’ motivation to engage. As the student body has evolved from full-time, on-campus students entering university straight from school to embrace adult, part-time and online learners who are also in employment, the transition to a student identity has become less transparent. To encourage part-time students undertaking an undergraduate degree in Social and Health Care Management to engage with each other, the course team piloted peer assessment within the programme for a year. This paper informs the debate by providing insight into the students’ approach to learning and attainment. It is argued that the culture of compliance and the technocratic approach to task completion increasingly required within the social care and learning sector is antithetical to deep learning. For students to make the transition they need to commit to a student identity in which participation in reflection and critical debate are valued. The challenge is for universities to enable this by addressing the barriers and stimulating a positive identity for non-traditional students.  相似文献   

6.
Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is proposed. The results from the application of TA, both at the course and programme level, indicate that the approach is suitable for developing engineering education. The student pass rate for courses where TA has been used has been higher than for previous approaches, and the student feedback has been very positive. Although TA aims to take both theoretical and practical aspects of engineering as well as research and education into account, the approach concentrates mainly on activities and therefore leaves the goals of these activities as well as the values behind these goals uncovered.  相似文献   

7.
Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.  相似文献   

8.
The present article describes the development, implementation and evaluation of a module: ‘Energy and the Human Being’, within the framework of a programme aimed at non-science oriented students in senior high schools in Israel. The objectives of this programme are to enable students to gain a broad outlook of scientific concepts and to make science seem relevant, both to each student personally and to society in general. The module tries to clarify some issues concerning abundant feelings about energy. Both children and adults confuse the notion of the quality of energy with that of the amount of energy. Thus they feel that energy is not an entity that is conserved because one has to pay for its use. The programme is built around two main ideas: (1) Energy can be converted from one form to another but each transformation is accompanied by some of it being converted to heat and thus the ability to perform work decreases. (2) Work is performed when a spontaneous process is coupled with a non-spontaneous process, thus causing it to happen. The programme was implemented and the results of the evaluation seem to indicate that it improved students' attitudes towards science in general and towards school science in particular. The results also show that a substantial proportion of the students understood the main scientificideas presented to them.  相似文献   

9.
The level of student preparedness for university‐level study has been widely debated. Effective study skills modules have been linked to supporting students’ academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first‐year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students’ and tutors’ views diverge provide insights into the perceptions of academic tasks and associated competencies for higher education and the delivery of study skills in practice for computing students.  相似文献   

10.
Traditionally the measures used to evaluate the impact of an educational programme on student outcomes and the extent to which students change is a comparison of the student's pre‐test scores with his/her post‐test scores. However, this method of evaluating change may be problematic due to the confounding factor of response shift bias when student self‐reports of change are used. Response shift bias occurs when the student's internal frame of reference of the construct being measured, for example research ability or critical thinking, changes between the pre‐test and the post‐test due to the influence of the educational programme. To control for response shift bias the retrospective pre‐test method was used to evaluate the outcomes achieved from students completing a research module at master's level. The retrospective pre‐test method differs from the traditional pre‐test–post‐test design in that both post‐test and pre‐test perceptions of respondents are collected at the same time. The findings indicated that response shift bias was evident in that the programme had significantly greater impact on outcomes than identified using the traditional pre‐test–post‐test design leading to the conclusion that students may overestimate their ability at the commencement of an educational programme. The retrospective pre‐test design is not a replacement for the traditional pre‐test–post‐test measures but may be a useful adjunct in the evaluation of the impact of educational programmes on student outcomes.  相似文献   

11.
This article delivers an evaluation of a pedagogical intervention implemented within a first-year undergraduate university module. The intervention, termed the student-led tutorial (SLT), is based on the concept of the tutorless tutorial and presents a platform for student learning which was designed to increase active learning prior to their participation in more traditional and tutor-led modes of university teaching. To evaluate the efficacy of this method, a mixed-methods approach to the data collection was undertaken. The sample for the study was drawn from students enrolled on a Sport Development degree programme at a university in the North West of England. The first component of this methodological approach entailed the repeat completion of a questionnaire by 62 first-year undergraduate students on two separate occasions. The questionnaire was administered in two phases: a baseline wave at the beginning of a core module and a secondary wave 16 weeks later. In addition to this, a focus group consisting of five students was conducted within two weeks of the second round of questionnaires to gain a more in-depth understanding of students’ experiences and perceptions of the SLT model. The findings demonstrate that SLTs hold the potential to facilitate active learning and aid comprehension and understanding. Students particularly value the social aspect of the SLTs, which enables extended peer-to-peer interaction. The data suggests that students develop a sense of responsibility for and ownership of their learning, yet for the SLT mechanism to be effective, all members of the group must buy-in to the concept. Where commitment and contributions to the group process are uneven and inequitable, resentment and discord within an SLT may be fomented.  相似文献   

12.
With recent increases in the number of students attending universities without a proportional increase in resources, it is likely that there has been a decrease in the quality of life students experience and an increase in the stress they feel. This is of course added to by tuition fees and the need to take out student loans. The writers review research into student stress and highlight the fact that many researchers have noted the need for stress-reduction courses, though this has been a recommendation that has not generally been taken up. A specific stress-reduction programme for school pupils and university students is described. This programme was tested with first-year undergraduates. The students involved all felt that the programme had been valuable. Apart from its clear relevance to the support of university students, this paper raises issues which are of importance to those working with sixth-form students.  相似文献   

13.
Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes.  相似文献   

14.
Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences: (1) of students taking modules from outside their programme of study and; (2) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems.  相似文献   

15.
This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master’s programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development.  相似文献   

16.
A peer‐tutoring scheme was introduced to an undergraduate mathematics module. This was to provide a learning support for an independent learning programme. These student support groups also functioned as task groups for group project work. In the independent learning programme, students were directed to read selected passages of text, to attempt certain exercises and to devise peer assessment tasks. For some of the sessions senior students were present and functioned as additional peer tutors. To assess the students’ attitudes to the peer‐supported independent learning programme, an Attitudes to Peer‐tutoring Questionnaire was constructed. The results show that the students readily accepted the need to work in groups and to support one another. Overall, 78% felt that they could work easily without pressure and that the sessions were not a complete waste of time. However, 65% of the students did not appear to enjoy the independent learning sessions and felt that they preferred to be responsible only for their own learning.  相似文献   

17.
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students’ experiences of using a number of online tools. As our students are primarily in‐service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions.  相似文献   

18.
《Africa Education Review》2013,10(2):327-343
Abstract

The Norms and Standards for Educators (2000) recognises a well-defined community, citizenship and pastoral role as one of seven roles of a competent and qualified educator. In 2005 a module dealing with the pastoral role was introduced as part of the Postgraduate Certificate in Education (PGCE – Senior Phase and FET) programme in the institution under study. The aim of this article is to report the outcomes of an empirical study of student teachers’ opinion on the module. A group-administered questionnaire was used to determine student teachers’ opinion regarding the extent and the adequacy of the module to prepare them for their future pastoral role. The student teachers have an overall positive opinion of the module. Grove's pastoral community model is put forward to enhance the quality of the pastoral role training provided in the programme.  相似文献   

19.
This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.  相似文献   

20.
Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.  相似文献   

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