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1.
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.  相似文献   

2.
Learning outcomes are presented as a tool that can enhance teaching and learning in higher education, in particular by fostering student‐centred learning. However, the ways in which this change can and should take place and the specific kinds of enhancement involved are often unclear. This article analyses common claims about the advantages of learning outcomes for teaching and learning and their relationship to student‐centred learning. The potential links between these concepts are investigated, based on interviews with teachers and students from a range of degree programmes at Norwegian and English universities. The interviews with 29 teachers and students suggest that learning outcome approaches are influencing course planning and some aspects of teaching practice, supporting more transparency and clear communication with students and offering a way to address particularly weak or traditional teaching. However, there is limited evidence that learning outcome approaches promote student‐centred learning, and the analysis identifies several tensions between the challenges student‐centred learning ideals pose to traditional teaching practices, in terms of transferring power and choice to students, and perceived pressures to specify and assess learning outcomes. It also suggests that teachers’ and students’ beliefs about the conditions and practices that lead to the most satisfying and successful elements of learning in degree courses are unlikely to be addressed through either learning‐outcome or student‐centred reforms.  相似文献   

3.
This research investigates the perceptions of first‐year Bachelor of Teaching students (primary and secondary) and Diploma of Education students (secondary) about their peer teaching experience in a postgraduate subject called Curriculum and Assessment. Peer teaching is a learner‐centred approach to teaching and learning that is intended to provide significant benefits for learners' knowledge, skills and metacognition. However, concerns have been raised over the quality of the learning and teaching and the risks associated with such a pedagogy. In the present study, student responses to questionnaires and semi‐structured interviews were analysed, using a mixed methods approach, with respect to three broad and somewhat interconnected categories: process, people and product. These responses suggested a wide range of reactions to peer teaching, but overall students feel they benefited from the experience. The findings of this study should be of interest to lecturers and students in pre‐service teacher education courses, especially. Knowledge about peer teaching, learning and assessment would be especially valuable for both education lecturers and beginning teachers seeking to design and manage learner‐centred pedagogy in their own primary, secondary and tertiary classrooms. However, the results of this research would have far‐reaching appeal for all teaching and learning contexts.  相似文献   

4.
Learning outcomes in higher education are of considerable interest to students, teaching staff, researchers, tertiary education institutions and funding authorities. To improve the quality of learning outcomes may require a better understanding of what happens in the learning process from the perspective of the learner. This study makes use of a number of current instruments for the evaluation of student learning to explore aspects of learning outcomes in terms of academic achievement. The students evaluated were either in their first year of study (N=194) or in the third year of their course (N=118). A causal mode of learning outcomes was developed for each group and evaluated using the PLSPATH program to explore the impact of student‐related causative factors. A number of these factors were shown to have a direct effect on student academic achievement, as measured by annual grade point average (GPA), with some consistency across two year‐levels. The most important factor in predicting academic performance for both groups was students' prior academic performance. Approaches to learning and English language skills were also shown to have some predictive value. Students' metacognitive skills and self‐efficacy, though showing strong inter‐relationships with other factors, did not show a direct effect on academic achievement.  相似文献   

5.
《Africa Education Review》2013,10(3):416-433
Abstract

The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students.  相似文献   

6.
Abstract

A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques.

Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs.

Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth.  相似文献   

7.
Assessment in higher education serves multiple purposes such as providing information about student learning, student progress, teaching quality, and program and institutional accountability. Yet, little is known about faculty and students’ attitudes regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions. To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology. A mean and covariance structures approach was used to test for measurement invariance and latent means differences between faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students. While these results show how staff and students view assessment practices, one should keep in mind that while the sample was large and did incorporate different types of tertiary institutions, the inclusion of a broader range of disciplines would make the conclusions more generalizable.  相似文献   

8.
This article explores the use of group work strategies to increase student interaction and learning. Despite the growing linguistic and cultural diversity in tertiary institutions, there is strong evidence of minimal interaction between ‘domestic’ and ‘international’ students in classrooms and in wider university contexts. This study investigates the implementation of teaching and learning strategies in an undergraduate class comprising domestic and international students from Education and Arts. The strategies relate to in-class group work, tutorial groups and assessment design. The findings indicate greater class interaction, higher satisfaction ratings and better learning outcomes as a result of the strategies. The article argues for three key features underpinning the pedagogy: where international students can work from a position of power equality in class, where both groups of students can enact the role of ‘experts’ and where support in language and learning how to learn is embedded in assessment and outcomes.  相似文献   

9.
In 1992 international fee‐paying and local students currently enrolled at the three tertiary institutions in South Australia were surveyed by a common questionnaire on students’ study‐related and personal experiences, and issues related to students’ choice and subsequent evaluation of their institution. The breadth of the student sample and the comparative data the questionnaire generated present an overarching view of the experiences and evaluations of a diverse range of university students.

The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar.

In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern.

The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced.  相似文献   


10.
Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students’ course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results indicated that different aspects of the students’ course experience variously affected learning outcomes, such as overall satisfaction with the course, academic efficacy and the development of generic skills. These results reflected the characteristics of undergraduate teaching in China, and highlighted the need to enhance student autonomy and self-study. In addition, the appropriateness of learning resources and the level of academic freedom in the institutions were found to more powerfully influence students’ course experience than the provision of supportive facilities and services. These findings have implications for improving undergraduate teaching and its quality assurance in China.  相似文献   

11.
The introduction of a large (950 students) new first year class was an opportunity to design and implement a programme on student‐centred learning, where lectures, tutorials, and other teaching activities emphasised student participation and were integrated to promote a good learning environment The programme is described here, together with the results of an evaluation by students at the end of the second trimester. Students responses indicate that a well structured course which integrates content and process results in high student participation and satisfaction. The findings also show that Socratic teaching methods are entirely feasible with very large classes, and result in high student participation.  相似文献   

12.
For 3years, I have been teaching neuroscience courses by using computer conferencing to complement the traditional lectures. Typically, the conferencing involved local, on‐campus students, although one semester the class was combined from on‐campus and off‐campus students. For most of my 33‐year teaching career, I had used the teaching approach that most professors use, which is what educational theorists call “instructivist.” Critics call that “stand and deliver.” Lecturing is an efficient way to dispense organized information, but it does not ensure learning nor is it very effective in showing students how to learn on their own.

Instructivism can be enriched by complementing it with “constructivist” approaches. Constructivists argue that there is a direct relationship between the amount of learning that occurs and the extent to which the environment provides a rich source of engaging experiences in which students construct their own knowledge and understanding. I have found that such an environment is readily provided by computer conferencing.

In my teaching of neuroscience, I have used a network software system (FORUM) for small student groups to conduct a variety of constructivist learning activities. Within weekly deadlines, students worked in groups at their own pace and time of convenience. My impression of the advantages of such conferencing for constructivist activities include the promotion of socialization in “cyberspace,” providing an environment for team learning, the reduction of social problems in face‐to‐face instruction, increased teaching and learning efficiency, more comprehensive means for assessing student learning, and improved quality of student work.  相似文献   

13.

This paper describes how an influential theory of cognitive development informed teaching on a problem-based learning (PBL) course in Zoology. Vygotsky's zone of proximal development (ZPD) was introduced to the course tutors as a set of 'common sense' ideas with the potential to enhance professional practice and improve teaching in PBL. Through collaborative action-research, a reflexive critique of experiences was systematically documented over 3 years and the present account focuses on three areas of practice influenced by the ZPD. These were a new emphasis on diagnostic teaching and learning, creating and maintaining instructional environments centred on authentic activities and supporting students as peer-teachers to help develop student autonomy in the context of collaborative learning.  相似文献   

14.
Abstract

Teaching a business program capstone class presents a double challenge, requiring the educator to integrate different functional areas of business and evaluate student learning. This paper discusses concept maps as an active learning assessment tool in teaching a strategic management capstone course. Concept maps are used to meaningfully depict knowledge and present illustrations of relationships between concepts in a particular course. This study reviews 54 individual and 19 group concept maps collected over three semesters. The analysis affirms that concept maps are a powerful pedagogical tool that requires students to reflect on the knowledge gained during a course.  相似文献   

15.
This article describes a graduate course on alternative assessment in which the instructional intervention was designed in accordance with constructivist principles. The research examines the effect of this intervention on the learning and knowledge building processes and the subsequent quality of knowledge, as evidenced in students’ learning journals. The aims of the intervention were: (a) to introduce the students to a culture which facilitates the application of alternative assessment; (b) to familiarise the students with alternative assessment instruments through their own personal experience; and (c) to enhance reflection on assessment topics so as to contribute to mindful assessment practice. The intervention included a variety of teaching methods centred on activities that involve a multidirectional dialogue amongst the course participants. The 25 participants formed a heterogeneous group as far as teaching experience, class teaching level, types of school, and reasons for joining the course. To examine the effect of the intervention, the learning journals were analysed qualitatively. As a result of the analysis two dimensions were identified: reflection and learning outcomes. The first included two categories: metacognition and reflectivity, whereas the second included three categories: personalisation of knowledge, its development and its quality. The learning journals were scored with respect to these categories and the score distributions were examined. The findings pointed to conceptual development and change occurring to a large extent in about half of the students. The article concludes with discussion of the factors which seem to facilitate the construction of personal knowledge.  相似文献   

16.
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study.  相似文献   

17.
Education reforms from teacher‐centred to student‐centred courses usually come with the adoption of new teaching strategies. However, following the growing design and development of student‐centred teaching and learning innovations in many fields of study, not many efforts have been found in the field of software application teaching. Therefore, this study aims to develop a new strategy for creating a student‐centred learning environment for software applications, in which students learn in a more active, collaborative environment with reduced reliance on teachers. This study puts forward a teaching innovation, called Expert Panel, designed in three stages of activities: exploration, experimentation and reflection. Thirty‐eight college students and one teacher participated in the implementation of the innovation. This article describes the design specifications of the innovation, and reports the preliminary findings of the implementation. The findings show that the teacher derived a certain degree of pleasure and surprise at being a true ‘facilitator’ rather than solely an instructor. Students felt engaged in the activities and motivated throughout the learning process. However, the student‐centred learning method challenged the students’ understanding of the traditional teacher's role. Therefore, accommodating not only teachers but also students in the acquisition of new concepts of teaching and learning was suggested. Several possible solutions for the drawbacks and pitfalls in the strategy were drawn up at the end for further development of the strategy.  相似文献   

18.
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds.  相似文献   

19.
In Portugal, the number of students in higher education increased from 80,000 in 1975 to 381,000 in 2000 (a change from 11% to 53% in the age group 18–22), meaning a major change in the diversity of student population with consequences well known and studied in other countries. The teaching of chemistry at the University of Aveiro, for the first‐year students of science and engineering, has been subjected to continuous attention to implement quality and student‐centred approaches. The work devoted to excellence and deep learning by several authors has been carefully followed and considered. This communication reports research work on chemistry teaching, associated with those developments for first‐year students. The work included the design of strategies and the adoption of teaching and learning activities exploring ways to stimulate active learning by improving the quality of classroom interactions. In addition to regular lectures, large classes' teaching based on student‐generated questions was explored. In order to improve students' motivation and stimulate their curiosity, conference‐lectures were adopted to deal with selected topics of wide scientific, technological and social interest. Quantitative analysis and discussion of selected case studies, together with the organization of laboratory classes based on selected enquiry‐based experiments, planned and executed by students, stimulated deep learning processes. A sample of 32 students was followed in the academic year of 2000/01 and the results obtained are here discussed in comparison with those of a sample of 100 students followed in 2001/02. Particular attention was paid to the quality of classroom interactions, the use of questions by students and their views about the course design.  相似文献   

20.
One and One is Sometimes Three in Small Group Mathematics Learning   总被引：1，自引：0，他引：1  
In recent years, Mathematics teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested the shift from teacher‐centred instruction towards more active participatory learning methods as one way to improve the quality of the teaching and learning process. The tension between whole‐class teaching versus small group learning in Mathematics has been particularly apparent in many education systems. This article analyses the development of Mathematics teaching by asking whether small group learning is an effective arrangement in teaching school Mathematics. We conclude that although there is no unanimity about the affects of small group learning on student achievement in school Mathematics, it seems that it produces at least equal academic outcomes among all students compared to more traditional methods of instruction. Working in pairs is a particularly effective form of learning Mathematics and that small groups are beneficial for developing mathematical problem‐solving skills. We also conclude that the present educational policies and increased quality assurance structures in many countries conflict, or are not consistent with scientific‐professional thinking and research on the teaching of Mathematics.  相似文献   

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