Something old, something new. Confronting poor retention among first year law students by restructuring aspects of the teaching and learning experience

2002 ◽  
Vol 36 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Stuart Vernon
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Law Students ◽  
First Year

Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda

2010 ◽  
Vol 34 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Jean Bosco Gahutu
Keyword(s):  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Internet Access ◽  
First Year ◽  
Student Centered ◽  
Student Centered Learning ◽  
Material Resources ◽  
National University ◽  
Contact Hours

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

Learning Law Using Augmented Reality and Neuro-Linguistic Programming

2020 ◽  
pp. 259-278
Author(s):  
Puteri Sofia Amirnuddin ◽  
Jason J. Turner
Keyword(s):  
Augmented Reality ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Law Students ◽  
First Year ◽  
Digital Learning ◽  
Skills Gap ◽  
Human Element ◽  
Legal Studies

In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.

Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School

2016 ◽  
pp. 895-913
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O'Neill ◽  
Bryce L. Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

scholarly journals Managing change: The use of mixed delivery modes to increase learning opportunities

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Sue Franklin ◽  
Mary Peat
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Virtual Learning Environment ◽  
First Year ◽  
Delivery Modes ◽  
Managing Change ◽  
Asynchronous Communications ◽  
Student Centred Learning

Science teaching in the new millennium will need to suit the students' needs and understanding, and employers' expectations. Choosing to learn will help form the learning opportunities presented. This paper looks at the way the delivery of teaching and learning materials for large first year biology units of study has changed over a period of time during which there have been reductions in staff resources and increases in student numbers. The strategies currently used to manage student learning and improve the learning experience will be detailed. These include a mix of on campus and online opportunities such as the management of laboratory classes in a peer mode model and the recent re-purposing of existing online resources to provide a Virtual Learning Environment (VLE). The VLE offers a safe, student centred learning environment with access to synchronous and asynchronous communications, and access to learning and assessment materials. Reasons for the development of the VLE are discussed, with ideas on the management of campus based teaching in the experimental sciences.

scholarly journals A critical appraisal of WinEcon and its use in a first-year undergraduate Economics programme

2011 ◽  
Vol 6 (3) ◽  
Author(s):  
D. J. Brooksbank ◽  
A. Clark ◽  
R. Hamilton ◽  
D. G. Pickernell
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Significant Feature ◽  
First Year ◽  
Learning Technology ◽  
Education Economics ◽  
Higher Education Economics ◽  
The Uk ◽  
Introductory Economics

WinEcon is a Windows-based introductory Economics CAL package designed for use in higher education. It is the product of the Economics Consortium of the TLTP (Teaching and Learning Technology Programme) consisting of eight university Economics departments. Each of these has been responsible for producing some of the 25 chapters (tutorials) of the finished product. Content is based on covering the common core of introductory Economics as revealed by a survey of higher-education Economics departments. WinEcon is provided, with an accompanying workbook, for a nominal registration fee in the UK. The package is important insofar as it is aimed at all first-year undergraduates studying Economics, which encompasses not only those taking straight Economics degrees but large numbers of students following introductory Economics as part of a Business Studies or Combined Studies course. With no competition to speak of, WinEcon is likely to become a significant feature of the learning experience of a large tranche of the undergraduate population, across a number of degree schemes. Indeed, for many of these students WinEcon will constitute their first major experience of CAL.DOI:10.1080/0968776980060307

Going 11 with Laptop Computers in an Independent, Co-Educational Middle and High School

2013 ◽  
pp. 156-174 ◽  
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O’Neill ◽  
Bryce Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers’ voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

scholarly journals A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 200-220
Author(s):  
Sunah Cho ◽  
Gregory R. Werker ◽  
Arkie Yaxi Liu ◽  
Bruce Moghtader ◽  
Woonghee Tim Huh
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Approaches To Teaching ◽  
Teaching Process ◽  
Student Work ◽  
Survey Questions ◽  
Business Course

In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.

scholarly journals “WE HEAR YOU, WE UNDERSTAND YOU” - USING VARK SURVEY TO UNDERSTAND FIRST YEAR LAW LEARNERS

2019 ◽  
pp. 75-85
Author(s):  
Ani Munirah Mohamad ◽  
Anis Shuhaiza Md Salleh ◽  
Rafizah Abu Hassan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Higher Learning ◽  
Law Students ◽  
Learning Objectives ◽  
First Year ◽  
Technological Advancement ◽  
Quantitative And Qualitative Methods

With technological advancement and industrial revolution 4.0, teaching and learning, particularly in a higher learning institution, would definitely face challenges, not only to learners but also to teachers. One of the challenges faced by teachers is the learning styles of learners in this era. As learning styles and preferences may differ from one individual to another, understanding the learners is crucial so that the design and formulation of the teaching lessons, activities, and assessment for the course would suit the learners’ learning styles and meet the course learning outcomes. Hence, by employing a mixture of quantitative and qualitative methods, a VARK survey has been administered on 77 first-year law students of one higher learning institution in Malaysia to identify the learners’ learning styles. Their preference in terms of how they learn best and what type of activities that suit them most for their learning process can be assessed. Considerably, the survey would assist the researchers in profiling the learners into groups based on their respective learning styles, particularly visual (V), auditory (A), reading/writing (R) or kinesthetics (K). This article emphasizes on the importance of understanding learners for any given course, generally, and harnessing the power of VARK survey in assisting the teachers to understand their learners better. Being able to understand the learning styles of the learners, the teachers would be able to structure and plan the teaching lessons to suit the styles of the learners. Consequentially, the learning objectives of the course would be met.

scholarly journals Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in A First-Year Biology Course

2021 ◽  
Vol 10 (7) ◽  
pp. 96
Author(s):  
Lisa Robertson ◽  
Elizabeth Porter ◽  
M. Alex Smith ◽  
Shoshanah Jacobs
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Physical Space ◽  
Virtual Space ◽  
Course Delivery ◽  
First Year ◽  
Evidence Based ◽  
Guiding Principle ◽  
Course Rigor

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.

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