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1.
Abstract

Although there has been a growing literature which explores the thinking of teachers at the school level, no such parallel literature exists for university teachers. In this paper, interviews with four academics who received awards for ‘excellent teaching’ are used to explore the way these university teachers view their teaching. The themes which emerged include: a clear sense of what they were on about at teachers and a willingness to manipulate the learning environment accordingly; an emphasis on student learning and the importance of students learning the subject matter; an enjoyment of teaching; and a lack of perceived constraints to change their teaching and experiment with new ideas.  相似文献   

2.
ABSTRACT

In an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches.  相似文献   

3.
Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.  相似文献   

4.
While there has been a good deal of discussion about the scholarship of teaching and learning, and models have been developed to understand its scope, the effects on students’ learning of academics engaging in the scholarship of teaching and learning are unclear. In the context of initiatives to develop the scholarship of teaching and learning in a large research‐intensive university in Australia, this paper discusses the relationship between faculty performance on a set of scholarly accomplishments in relation to teaching and learning from 2002 to 2004, and changes in students’ course experiences from 2001 to 2005. The paper provides evidence of the relationship between the scholarship of teaching and learning and students’ course experiences and demonstrates the effectiveness of institutional strategies to encourage the scholarship of teaching and learning.  相似文献   

5.
ABSTRACT

In recent years there has been a resurgence of interest in innovation in teaching and learning in higher education. Now more than ever, academics are advised that engaging in educational innovation for the purposes of improved student learning is supported, valued, and rewarded. However, embracing innovative teaching practice requires academics to develop new skills and understandings, take on extra work, risk failure and invite disapproval from staff and students. Ultimately, focusing upon educational innovation rather than discipline research can be a risky career move if it is not undertaken strategically. This paper provides insight into the characteristics of two innovative academics from the discipline of science and explores the dimensions of innovation as it pertains to teaching and learning. A framework emerged from an analysis of their experience which identifies different types of educational innovators in higher education, discriminating between three individuals with regards to the level at which they seek to influence practice.  相似文献   

6.
In this paper, I present a conceptual argument for ‘teaching-led research’ in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research, but rather than the more usual conception of research-led teaching, in which teaching is enhanced by research, it becomes teaching-led research in which research is enhanced by teaching. I argue that this idea is foundational to the modern research university, but also difficult to realize unless teaching and learning are designed for these ends. A potential model is teaching undergraduates as researchers with students learning by doing research and I present a case study from a science degree programme. I conclude by anticipating the likely cultural and political barriers to teaching-led research and suggest how tensions can be managed.  相似文献   

7.
Abstract

This paper reports a study conducted amongst heads of department at a British university into their perspectives of teaching and research. It explores the reasons why research is given higher status, even though academics believe that, in principle, both aspects of the lecturer's role are equally valuable and mutually supportive. The links between teaching and research are investigated, and the categories of ‘teaching’ and ‘research’ are found to be somewhat inadequate concepts for distinguishing between different aspects of the academic role. The article concludes that closer relationships between the two can provide the basis for a programme to improve the quality of university teaching. Such an approach is underpinned by the view that students’ understandings should be taken seriously. They can make a significant contribution to the lecturer's research, as well as to student learning.  相似文献   

8.
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9.

It has become increasingly clear over the past decade that the question of a positive link between research and teaching has no simple or general answer. At the same time, there may well be a positive link under particular conditions. This paper argues that a positive link can be due primarily to the processes, rather than the outcomes, inherent in research and teaching, and that, in particular, student-centred teaching and learning processes are intrinsically favourable towards a positive link, while more traditional teaching methods may at best lead to a positive link for the most able students, who in the perception of traditional academics are, of course, the future university teachers. This finding, in turn, leads to a rational explanation of the persistent myth of a general positive link. Finally, it is argued that pedagogic research and its outcomes could play an important role in strengthening the link.  相似文献   

10.
Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.  相似文献   

11.
This paper reports some data of an ARC funded study of academic staff in a number of disciplines in colleges of advanced education and universities. Generally, more university than college academics scored high on academic motivation, on teaching‐research synergy and promotion of student independence, with college academics scoring higher on good teaching practice. There are disciplinary differences, too.

Slightly more than an average proportion of staff in the Social Sciences report good teaching practices. They are highly committed to promoting student independence, experience a fairly high level of teaching‐research synergy and have high intrinsic academic motivation. There is large‐scale consensus among Arts staff with university Arts academics scoring highest on promoting student independence, academic motivation, and teaching‐research synergy, and academics in CAE Arts departments scoring highest of all on good teaching practices.

Science staff seem to have different academic values and practices. Their academic motivation is about “average”, and fewer science academics report good teaching practices or practices that promote student independence. In their own work they also experience less teaching‐research synergy. Engineering staff show the lowest academic motivation, least commitment to student independence, experience least teaching‐research synergy, and report below average good teaching practices.

Health Science staff are akin to staff in Arts and Social Sciences in areas concerned with students, e.g. good teaching practices and promotion of student independence. In the areas which tap into their values as academics, e.g. academic motivation and teaching‐research synergy, they seem to be more like science and engineering staff.

Commerce/Law staff were on all aspects somewhere in the middle.  相似文献   


12.
Abstract

The University of New South Wales has offered an integrated programme of postgraduate study in higher education leading to three qualifications, since 1991. The programme's primary goal is to prepare university academics to be professional university teachers ‐ teaching being most academics’ second profession. This paper describes the programme, its teaching methods and objectives, and some of the challenges and rewards of offering such a degree programme. Among the challenges for both participants and teachers is to continue to learn from experience; to apply a combination of theory based on knowledge of research, and understanding based on informed reflection on practice; and to improve practice throughout a career, despite bureaucratic and resource constraints. In a programme such as this, all of this happens in an atmosphere that is stimulating, challenging, at times threatening, and above all rewarding.  相似文献   

13.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’, namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice.  相似文献   

14.
Jenna Van Sickle 《PRIMUS》2015,25(8):600-613
Abstract

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses what students thought of the course based on surveys and course evaluations. It also compares results on a similar final exam to those of a control group.  相似文献   

15.
What enables success for students studying in the humanities can be a contested space; dependent not only on the view taken on the content and purpose of specific subjects, but also on the nature of teaching and learning. This paper examines the process of redeveloping an elective unit in a Tertiary Enabling Programme to prepare students for study in undergraduate humanities areas. The research involved consulting with academics from different disciplines in a regional university and analysing their views on what enhances student success. These discussions are reviewed in light of literature on best practice in teaching and learning for foundation and first-year university students, particularly exploring Pierre Bourdieu’s notion of extending ‘cultural capital’ while expanding ‘habitus’ to emerge confidently into the field of academic life. We conclude that fostering students’ awareness of personal perspective on historical and contemporary events, alongside encouraging awareness of the constructed nature of meaning in particular events is central to developing the kind of thinking valued by lecturers in humanities subjects.  相似文献   

16.
In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004  相似文献   

17.
ABSTRACT

Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts.  相似文献   

18.
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education.  相似文献   

19.
《Africa Education Review》2013,10(4):599-617
ABSTRACT

Teaching in higher education poses unique sets of challenges, especially for academics in the engineering, built sciences and information science education disciplines. This article focuses on how reflective collaboration can support academics in their quest to find unique solutions to challenges in different academic contexts. A reflective collaboration framework was applied during a three-year interpretive research process at an Engineering, Information Technology and Built Environment Faculty in a residential research intensive university in South Africa. Interdisciplinary reflective collaboration was found to bring richness and depth into investigations of complex teaching challenges. This framework provides a structure to support the transformation of teaching challenges into learning opportunities through the promotion of dialogue, critique and reflection between engineering and education academics.  相似文献   

20.
This article foregrounds the iterative journey of a group of educational development (ED) practitioners at a research-led university towards an enhanced understanding of the ED opportunities we offer. Reflecting on the intention of our interventions to facilitate academics’ professional learning, we developed a framework within which the range of growth opportunities we provide might be meaningfully situated. Our objective was to extend our insight into both the journeys that academics follow towards adopting a more scholarly approach to their teaching and our own journeys of growth in ED as well as professionally.  相似文献   

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