scholarly journals The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction

2018 ◽  
Vol 15 (1) ◽  
pp. 80-97
Author(s):  
Thomas Kehoe ◽  
◽  
Penelope Schofield ◽  
Elizabeth Branigan ◽  
Michael Wilmore ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Curriculum Design ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Change Resistance ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Psychology Course ◽  
Effective Use

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from “sage on the stage” to “guide on the side,” through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.

scholarly journals Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning

2019 ◽  
Author(s):  
John Stoszkowski ◽  
Liam McCarthy
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Research Study ◽  
Approaches To Learning ◽  
Study Data ◽  
Learning Potential ◽  
Approach To Learning ◽  
Learning And Teaching

Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities, using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed.

Social Exclusion or Inclusion

2013 ◽  
pp. 90-106
Author(s):  
Gráinne Conole
Keyword(s):  
New Technologies ◽  
Approaches To Learning ◽  
Participatory Culture ◽  
Social Networking Site ◽  
Open Educational Resources ◽  
Learning And Teaching ◽  
Effective Use ◽  
Immense Potential ◽  
Learning Interventions ◽  
Teaching Ideas

This chapter focuses on the implications of the changing digital landscape for education and in particular the implications for learners, teachers, and institutions. It begins by providing an overview of these new technologies and their associated characteristics. It then provides some examples of the ways in which these technologies are harnessed to foster different pedagogical approaches. It is evident that these technologies have immense potential to support more innovative approaches to learning, enabling more personalised and learner-centred approaches. However, there are also a number of downsides to using these technologies. The chapter outlines these and suggests that a new digital divide is being created between those who are able to be part of this new participatory culture and those who are excluded. It argues that we need to change the ways in which we design, support, and assess learning. It provides three case studies that attempt to do this: (1) the creation and use of Open Educational Resources and associated practices; (2) Cloudworks, a social networking site for sharing and discussing learning and teaching ideas; and (3) a new learning design methodology which aims to help guide practitioners in creating learning interventions that make effective use of new technologies.

scholarly journals Failure is an option: an innovative engineering curriculum

2018 ◽  
Vol 36 (3) ◽  
pp. 268-282 ◽  
Author(s):  
Edward Simpson ◽  
David Bradley ◽  
Juliette O’Keeffe
Keyword(s):  
Student Satisfaction ◽  
Engineering Design ◽  
Curriculum Design ◽  
Learning Experience ◽  
Content Type ◽  
Learning Group ◽  
Learning From Failure ◽  
Innovative Curriculum ◽  
Quality Learning

Purpose Advancements and innovation in engineering design are based on learning from previous failures but students are encouraged to “succeed” first time and hence can avoid learning from failure in practice. The purpose of this paper is to design and evaluate a curriculum to help engineering design students to learn from failure. Design/methodology/approach A new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified. Findings The design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable and providing students with many different pedagogical approaches to produce a quality learning experience. Originality/value This case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist.

scholarly journals From ‘Good Teaching’ to ‘Better Teaching’: One Academic’s Journey to Online Teaching

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Brendan Paul Bentley ◽  
Benjamin A Kehrwald
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Learning Technologies ◽  
Good Teaching ◽  
Online Learning Environments ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Face To Face

For many educators, the adoption of learning technologies as part of a ‘technology-enhanced’ approach to learning and teaching implies change. Technology takes on a disruptive role. Therefore, it is important to understand the pedagogical commitments associated with current practices in order to better understand any change implied by the use of particular technology ‘enhancements’. This article reports on a case study of the change experienced by one tertiary educator in the shift from successful on campus to flexible online teaching in an undergraduate Numeracy course. The study addresses the question: How do teaching academics translate a robust, proven on-campus course into a successful, flexibly delivered technology-enhanced course? The case employs an autoethnographic approach to recording and analysing the educator’s experiences to highlight comparisons between on-campus (face-to-face) and online teaching practices. The findings support the conclusion that ‘good teaching is good teaching’, based on sound pedagogical principles, regardless of the mode of delivery, but that the enactment of those principles in face-to-face and online learning environments differs in significant ways.

Effective Implementation of Learner Response Systems

2010 ◽  
pp. 144-161
Author(s):  
Diana Bannister ◽  
Andrew Hutchinson ◽  
Helen Sargeant
Keyword(s):  
Best Practice ◽  
Classroom Interaction ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Interactive Technologies ◽  
Learning And Teaching ◽  
Response Systems ◽  
Charitable Trust ◽  
The Uk ◽  
Effective Use

This chapter is based upon research from the REVEAL Project - a REVIEW of Electronic Voting and an Evaluation of Uses within Assessment and Learning. The REVEAL Project was a two-year development and research project across the UK funded by the Bowland Charitable Trust, (UK) that focused upon understanding the effective use of one of Promethean’s Learner Response Systems (LRS) called Activote, across seventy primary and secondary schools within eleven local authorities. Led by the Learning Technologies Team, Midlands Leadership Centre, University of Wolverhampton, the project aimed to define and disseminate best practice in the use of Learner Response Systems, highlighting key uses and creative ways of working. This chapter summarizes the key themes and findings that have emerged from the project, providing an overview for teachers and practitioners including a suggested model of implementation for the Learner Response Systems. The work from this project would be beneficial to developments on classroom interaction and collaboration as well as teacher training and related continuing professional development for the effective use of interactive technologies within learning and teaching.

A Student Teacher Collaborative Community

2011 ◽  
pp. 1549-1558
Author(s):  
Eugenia M.W. Ng
Keyword(s):  
Student Teacher ◽  
Approaches To Learning ◽  
Teaching Approach ◽  
Learning Activities ◽  
Learning Approaches ◽  
Rote Learning ◽  
Learning And Teaching ◽  
Collaborative Community ◽  
University Level ◽  
Pedagogical Approaches

When we walk into any schools or universities, we often find educators teaching in front of the classroom. Despite numerous theories and research of learning approaches, many teachers and academics still prefer to rely on familiar pedagogical approaches such as stand up lectures, worksheets and rote learning activities even though they might preach about other approaches to learning and teaching. Interestingly, this practice appears to be proportional to the age of the learners, that is, more commonly practiced at university level than at kindergarten level. Lecturing is the norm of teaching at universities (Biggs, 2001). Does the teacher-centered teaching approach sufficiently prepare the youngster to cope with the ever changing world?

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

Using Technology in Learning and Teaching

2013 ◽  
pp. 76-95
Author(s):  
Ron Oliver
Keyword(s):  
Deep Learning ◽  
Student Satisfaction ◽  
Learning Technologies ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Opportunities For Learning ◽  
Technology In Learning

This chapter describes approaches to using technology in teaching that have facilitated engaging and challenging learning settings across a range of discipline areas. The framework of the discussion offers readers the opportunity to consider and plan their own use of learning technologies. Fundamental to the strategies described in this chapter is the use of technology to provide opportunities for learning and teaching that solve problems and provide solutions to identified needs. The chapter describes uses of technologies that are able to deliver high student satisfaction and deep learning. The chapter discusses approaches that can be implemented with a variety of technologies and encourages readers to plan and implement the ideas within their own settings.

scholarly journals Enhancing Entry-Level Physiotherapy Student Learning in Interpreting Radiology – An Action Research Project

2016 ◽  
Author(s):  
Courtney Clark ◽  
Andrea Bialocerkowski
Keyword(s):  
Action Research ◽  
Student Satisfaction ◽  
Approaches To Learning ◽  
Clinical Placement ◽  
X Rays ◽  
Action Research Project ◽  
Research Project ◽  
X Ray ◽  
Learning And Teaching ◽  
Entry Level

Purpose: In Australia, the ability to interpret orthopaedic x-rays is an entry-level skill for physiotherapists. Yet there is a paucity of evidence in the literature which details effective learning and teaching methods to optimise confidence and competence in x-ray interpretation. The aims of this study were to describe the content contained in an orthopaedic radiology module within an Australian 2-year graduate entry Master of Physiotherapy degree; approaches to learning and teaching used in this module; student satisfaction associated with this module over a 2-year period. Method: The University’s framework for quality assurance, which is based on the Plan-Implement-Review-Improve underpinned this action research project. The content of the radiology module was reviewed and feedback was gained from a student focus group and standard university course data. Data were analysed using descriptive content analysis and descriptive statistics to identify areas for improvement. Changes to the module were then developed and implemented, and the effect of these changes were evaluated using a custom-designed survey. Results: It was found that didactic methods of teaching were used in this module that encouraged surface level learning. Students reported feeling stressed during the radiology examination due to the learning tasks and assessment being disconnected, and often reported difficulty transferring knowledge into the clinical placement setting. Constructive alignment was undertaken of learning activities and assessment tasks. An additional non-compulsory tutorial was added to the radiology module, where scaffolding and cooperative learning techniques were used to teach students x-ray interpretation. Students reported that the revised curriculum increased their confidence in interpreting x-rays. Students’ competence in x-ray interpretation also increased based on a significant increase in score on their radiology examination. Conclusion: Based on the findings of this study the addition of a tutorial that focused on interpretation of x-ray films to supplement radiology teaching improved entry-level physiotherapy students’ confidence and competence in interpreting x-rays and their perceived preparedness for clinical placement in a small entry-level physiotherapy cohort at a single Australian University.

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